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VOCATIONAL 

COURSES 



Los Angeles City High bciaoois 



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Los Angeles City High School District 

School Publication Number 41 
February. 1922 



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Where Our High Schools Are Located 



Senior High Schools 

FRANKLIN— 820 West Ave. 54. 
GARDENA — Gardena. California. 

HOLLYWOOD— 1521 N. Highland Ave.. Hollywood, Cali- 
fornia. 
JEFFERSON — 38th and Hooper Streets. 
LINCOLN— 3625 N. Broadway. 
LOMITA — Lomita. California. 
LOS ANGELES— 4900 Country Club Drive. 

MANUAL ARTS 42nd and Vermont Ave. 

OWENSMOUTH— Owensmouth, California. 
POLYTECHNIC— 400 West Washington St. 
SAN FERNANDO— San Fernando. California. 
SAN PEDRO— San Pedro. California. 
TORRANCE — Torrance. California. 
VAN NUYS— Van Nuys. California. 
WILMINGTON— Wilmington. California. 

Junior High Schools 

BERENDO— 1145 Berendo Street. 

BOYLE HEIGHTS 602 S. Soto Street. 

CENTRAL— 451 N. Hill Street. 
LAFAYETTE— 1515 E. 14th Street. 
McKINLEY— 4420 McKinley Ave. 
SENTOUS— 1205 West Pico Street. 
THIRTIETH STREET— 151 West 30th Street. 
VIRGIL — Corner 1st St. and Vermont Ave. 



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Preface 

This bulletin is a descriptive course of study of the voca- 
tional subjects taught in the junior and senior high schools 
of Los Angeles, it will serve a double purpose: it v^ill clarify 
the ideas of those entrusted with the responsibility of organiz- 
ing and teaching these comparatively nev/ types of w^ork since 
it sets forth the scope of each line of work, the several steps 
or processes in accomplishment; it also contains a descriptive 
account for the information of students and parents of the 
several lines of vocational opportunity being offered, so that 
those seeking to prepare themselves for a particular occupa- 
tion may know the possibilities for training to be had in the 
public schools of Los Angeles. 

SUSAN M. DORSEY. 

Superintendent of Schools. 

Los Angeles, Cal., February, 1922. 



Introduction 

A boy or girl applying for a position is usually confronted 
with the embarrassing question, "What can you do?" The 
average emplover in no ssnse underrates educational training; 
usually, he believes in it and sees future possibilities in boys 
and girls who have had the advantage of school training. The 
employer, however, expects immediate service and produc- 
tion from his employees, realizing that "the life of all busi- 
ness is profit." Thus, the question, "What can you do?" 

This bulletin would direct attention to vocational training 
in the Los Angeles Public Schools, which has for its aim, the 
training of boys and girls v^ho have made a choice for specific 
occupations; also, prevocational training for the adolescent 
boy or girl who has not yet made a vocational choice through 
a study of the occupations and short exposure courses. It 
further calls attention to training of an intensive nature in 
special co-operative classes and in evening schools for adults 
who desire training in a specific vocation. 



Fundamental Principles Governing Vocational and 
Prevocational Instruction 

Training shall be given in thr leading skilled occupations 
of the community. 

As nearly as possible, all applied work shall be like that 
found in our best modern business and industrial 
establishments. 

All students trained for specific trades shall receive such 
training as will specifically fit them for their chosen 
occupation. 

Students training for specific occupations shall be given 
applied mathematics, application of science, applied 
drawing and other related or supplemental subjects 
in a way that will be most useful to them in their chosen 
occupation. 

Students training for the occupations shall hiwe instruction 
in practical English and Citizenship, such as will insure 
the best type of citizenry. 

All vocational classes organized under the Federal Voca- 
tional Act shall comply with the regulations of the State 
Department of Vocational Education, as outlined in 
the California State Bulletin Number 2 3. 



Acknowledgment 

The Department of Vocational Education wishes to 
acknowledge its obligation to the instructors in Vocational 
Training, who have made this bulletin possible, through their 
splendid co-operation in contributing and furnishing much of 
the subject matter found herein. 

W. SIMS KIENHOLZ, 

Director, Vocational Education. 



Vocational Courses 



Automotive Engineering 

The course in Automotive Engineering is designed to give 
the student a broad knowledge of the automobile trade, accord- 
ing to the most practical and modern methods used in com- 
mercial shops. Such methods embraces a thorough grounding 
in the theory of auto mechanics, supplemented by practical 
training in a well equipped auto shop, w^here the mechanical 
operations, from the most elementary practice job, to the more 
difficult jobs of overhauling motors is done. Steps in the 
training are as follows: 

First. The student is familiarized with the tools and supplies 
he will be required to use throughout the entire course. That 
means he must acquaint himself with the standards of screw^s 
and bolts, also, the proper names, uses of tools, etc. 

Second. In passing through the various stages of the work, 
he takes up each step in progressive order, starting from the 
simple jobs and gradually working up to the more complex 
ones. During this time there is enough theory given along with 
the practical work to hold the interest of the student at all 
times. This part of the course is known as the Automobile 
Laboratory Training. The equipment consists of a sufficient 
number of engines, transmissions, rear axles and steering 
gears, which are to be disassembled, inspected, re-assembled 
and tested. Each job is given an immediate test as soon as 
completed. 

After the student has demonstrated his mechanical ability 
in this work, he is immediately advanced to the auto shop 
department, where he is set to work on automobiles that are 
sent in for repairs by private owners. Work in this depart- 
ment consists of everything from the smallest repair job to 
general overhauling. It is here the student gets into actual 
contact with the job. the same as he would in any commercial 
shop. 

The demand for well trained mechanics in this field far 
exceeds the supply. The conditions of employment are most 
ideal in this vicinity. 

Use of the Lecture Room in Teaching Automotives 

We are brought to believe that a part of the student's train- 
ing in automotives should be along technical lines. This is 
accomplished through a course of lectures accompanying the 



work of the shop. When he leaves school he will be given 
plenty of experience or trade contact. If he gets only experi- 
ence in the school, he will only have experience and not very 
much of that, when he enters the trade. If he has had a good 
tchnical training which will acquaint him thoroughly with the 
fundamentals of his trade, a small amount of experience or 
trade contact will soon make a good mechanic of him. The 
great trouble w^ith most of our automobile mechanics today is 
that they do not understand the principles w^ith w^hich they 
are w^orking. If they knew^ just how each individual part 
should function, they w^ould better understand the repairing 
of it. 




The Automobile Industry Is in Need of Skilled Workers. 

When going to work, a good repairman will first locate 
his trouble. This he may do by making certain tests through 
the process of elimination. After he has located his trouble, 
he sets out to repair it in a systematic way. Many times I 
have seen an owner take a car to the shop because it was 
not running just right. The "trouble shooter," "floor man," 
or foreman, after driving the car around a bit will say, "You 
must have the valves ground." The car goes to the shop to 
have the valves ground, and after the mechanic has spent some 
five or six hours grinding them, he finds that he has not reme- 
died the trouble. Generally, he says to himself, "Well, if it is 



not the valves, it must be the rnag,* " and after spending an 
hour on the magneto, he goes to the carburetor. Eventually he 
may find the trouble, but he has to guess it and this guessing 
costs the owner time and money. This type of mechanic does a 
great deal of work with little thinking; the other does a great 
deal of thinking and accomplishes more with much less work 
and time. The teaching of fundamental principles sets the 
student thinking; teaches him how to think along mechanical 
lines. 

It is difficult to teach fundamental principles to the stu- 
dent as he comes in contact with them in the shop. It is 
hard to get him to think and work at the same time. If you 
have him seated in the lecture room away from the noise of the 
shop, you can readily get him to think if he is at all interested. 
You can teach a boy to adjust ten different kinds of carbu- 
retors, and when he gets the eleventh one, you must teach 
him to adjust that one also. Give him a thorough knowledge 
of formation and combustion of gases, and he will soon adjust 
any of them. This same thing is true with many parts of the 
car. Teach him the principle involved, and he will soon get 
the practical work. These principles can be taught, and taught 
in a way that will be interesting to the student. 

Every boy goes to class with a note book, and after each 
subject has been completed in class, he writes a report on it. 
The report, after having been corrected, and a mark given it, 
is placed on file in the boy's note book, together with former 
notes he has taken on the subject. 

Auto Electrics 

This course aims to prepare pupils for practical commercial 
work in auto electrics in one year. It also lays the foundation 
for further work in school in the electrical engineering course. 

Laboratories are provided and furnished with tools and 
benches for repair work. Apparatus is provided and many 
different ignition systems are set up and operated in the labora- 
tory. Gas engines mounted on blocks are provided for actual 
operation. Machines are provided for repair and operation. 

Two hours per day, five days in the week, are spent in 
actual work with repair, storage battery and ignition work. 
One hour a day is devoted to the study of applied physics, 
omitting electricity, the time being given to theory and 
laboratory. The remainder of the day is devoted to English, 
geometry and mechanical drawing. 

First Semester: 
A- 1 . Ignition. 

Subjects: Engine principles, carburetion. magnetism, induc- 
tion, timer systems, battery ignition systems, low tension 



magnetos, high tension magnetos, condenser testing, coil test- 
ing and repairing, dry cells, storage battery principles and 
repairs, trouble finding, shop equipment, special curves and 
laboratory work. 

Second Semester: 

A- 2. Starting and Lighting. 

Generator, principles and construction, generator troubles 
and repairs, relay construction, control systems, voltage regula- 
tors, motor principles, construction and repairs, starting 
switches, motor drives, double unit systems, single unit sys- 
tems, armature w^indings, testing apparatus, shop equipment, 
special curves and laboratory tests. 




Very Few People Understand Starting, Lighting, and Ignition Systems 

in Automobiles. 

Special training in auto electrics is offered at Polytechnic 
High School. Phases of auto electrics are also given at Manual 
Arts, Jefferson, Hollywood, San Pedro and Lincoln High 
Schools. 

Forge 

Blacksmithing is a metal working trade for men and it 
consists of making forgings for a great many purposes. These 
forgings are produced by heating a suitable piece of iron or 



steel to the proper temperature and hammering it, or other- 
wise shaping it, to the desired dimensions. 

The blacksmith who works on light forgings, heats the 
metal on a forge, which usually consists of an iron structure 
provided with a forced draft upon which the fire is built. Tongs 
are used to remove the heated iron to the anvil, where it is 
shaped either by hand or under powerful machine operated 
hammers. 

There is a wide variety of occupations in the shops that 
are not highly specialized, which tends to stimulate the interest 
of the v^orker. TTie skilled blacksmith must understand 
mechanical drawings, shop mathematics, the physical and to 
some extent the chemical properties of the various kinds of 
steel and iron. He must know the best methods of operating 
forges, furnaces, and other heat treating apparatus, steam 
hammers and hand tools. In addition he must possess a keen 
sense of size and proportion, as there is little time or oppor- 
tunity to measure the hot metal as it is being shaped. 

The source of labor supply is the apprentice, who is usually 
taken from the grammar grades. There are no provisions 
made for his systematic training in most shops. For this reason 
the boy who avails himself of a vocational blacksmithing school 
course, has a splendid opportunity for rapid advancement 
when he enters the shop. The steps of promotion are from 
the apprentice to the journeyman, from journeyman to fore- 
man. A knowledge of blacksmithing is very useful for the 
rancher, minor, machinist, automobile mechanic, and the iron 
and steel salesman. 

Part-time and evening courses that are of value to the ap- 
prentice are mechanical drawing, shop mathematics, business 
English, metallurgy of iron and steel, applied mechanics, heat 
treatment of steel, shop management, and forge work in the 
school shops along lines in which he is inexperienced. 

Shop Work in Vocational Course: 

Entering the shop, the student is taught the names of the 
tools and their use in the following briefly named 
exercises: 

How to build a forge fire and care for it. 

Proper hammering and drawing out exercises. 

Upsetting, bolt making, welding and various kinds of 

tcng making and chain making. 
How to heat and forge high carbon steel. 

Making of chisels of various shapes, also lathe and planer 
tools. Methods of hardening and tempering differ- 

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ent grades of steel and the use of gas and oil heat 
treating furnaces. 

Exercises in cutlery and ornamental iron work is also 
included in the course. 

Lectures and demonstrations are given from time to time 
throughout the entire course. 

Forging is offered in our schools as a unit in machine shop or 
auto mechanic courses. 

Courses offered at Manual Arts, Jefferson, Polytechnic and 
Hollywood High Schools. 

Machine Shop 

Machine Shop practice is perhaps the most widely applied 
trade of any in existence. It is difficult to conceive of any activ- 
ity where production is going on that does not involve me- 
chanics or machinery of some kind. Modern transportation 
owes its very existence to machinery, the kind of machinery that 
is produced in machine shops; whether steam, electric, automo- 
tive or marine. The machinery of the machine shop, namely 
the machine tool industry, is the basic activity of practically 
all industries. 

It will thus be seen that the field of application of machine 
shop practice is practically limitless. Like many other call- 
ings, one must have ability, application and capacity to in- 
sure a demand for ones services. The machine business is 
intimately bound up with accuracy and precision, without 
which a machine will not work properly; success can come only 
to those who have a wholesome respect for this truth from 
the beginning. 

In addition to the shop work, machine shop courses include 

instruction in the related subjects drawing, mathematics and 

science. Instruction is also given in English, citizenship and 
history. The object is to produce not only skilled artisans, 
but men who are expert in the technical content of the trade, 
and who are fully conscious of their duties as American 
citizens. Men so trained will become the leaders in this line of 
work, and their future will be limited only by their ability. 

The course given in shop mathematics includes linear and 
angular measurement, theory and practice in screw threads 
and gearing, calculating feeds and speeds of machinery, index- 
ing, solution of algebraic, geometric and trigonometric formu- 
las as applied to machine shop work, applied mechanics and 
strength of materials. 

In addition to the fundamentals of drawing, the student will 
receive instruction and exercises in draughting, including jig 

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and fixture work, cams, mechanisms, etc. The course also 
includes working from samples, making working drawings 
from the same, such as would be required in repair work; 
also in the repair and designing of machine tool equipment, 
thus giving familiarity with the most economical methods of 
shop production. Close correlation is maintained between 
the shop and the drawing room. 

In general trade science the student will receive instruc- 
tion and laboratory exercises in the fundamental and derived 
units of measurement used in dealing with the action of forces, 
gases, liquids, solids, heat, electricity, chemistry and heat treat- 
ment of metals. 




Our Machine Shops Are Splendidly Equipped to Assist the Boy Who 
Wants to Become a Skilled Mechanic. 

In English, History, and Civics, fundamentals necessary for 
a w^ell rounded basic education are given as well as application 
made to their particular bearing on the trade; for example, 
history of machinery in general, mechanical terms, and Eng- 
lish as used in the technical content of the trade. The course 
in citizenship embraces civics, the development of modern 
democracy and democracies, political science, and the labor 
audit. 

Courses are offered at Lincoln, Polytechnic, Manual Arts, 
Jefferson, Hollywood, Gardena and San Pedro High Schools. 



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Sheet Metal 

The course in Sheet Metal is laid out and presented in such 
a way as will give the student a fundamental knowledge that 
is applicable to the several branches of the Sheet Metal Trade. 
While in shop practice the manufacturing processes may vary 
widely, the rudiments are much the same, and it is our plan to 
first give the student an introductory course of training which 
will lead up to the point where he may intelligently select for 
himself, one of the branches of the sheet metal trade, upon 
which to specialize. 

This selection may be made from the following list: 

Sheet Metal Pattern Drafting. 

Cornice and Skylight Work. 

Automobile Body Building. 

Radiator Construction and Repairs. 

Tin Smithing. 

Heating and Ventilation. 

Metal Furniture Building. 

Fireproof Metal Doors and Windows 

Boiler Making. 

Coppersmi thing. 

The full course covers a period of four school years, and in- 
cludes the necessary training in Mathematics, Mechanical 
Drawing, f^elated Science. Citizenship and Physical Training. 

Sheet Metal Pattern Drawing enters largely into the problem 
connected with this work and since areas, capacities, quantities, 
costs, etc., must be carefully determined, the student finds a 
good knowledge of mathematics essential. 

The scale of wages paid varies somewhat, with the different 
lines of the Sheet Metal Trade, but the skilled man is well 
paid. Automobile Sheet Metal w^orkers and radiator repair 
men are at present being paid $9.00 for eight hours. 

At the rate the Sheet Metal industry is continuing to grow^, 
it will be many years before the suoply of skilled workmen 
will be sufficient to meet the demand. 

The success with which this work is being carried on in our 
high schools is best evidenced by the following excerpts taken 
from letters received from former students. One man writes: 

"Before I took short unit courses with Mr at 

High School, I had been fired from my job because I wasn't 
worth thirty cents per hour. Now I am getting 75 cents per 
hour, and have a steady job. When I have saved a little money 
to take care of my family for a little while, I am going back 
for some more training. " 



Another says: "I was a boiler maker's helper in the railroad 
shops when 1 heard of the opportunities to learn sheet metal 
work at .... High School. After four months of training, 
I am now building automobile bodies and am getting $10.00 
a day." 

Still another says, "I wouldn't take a thousand dollars for 
what I learned from you in two months." 

Several ex-service men are now enrolled in this course 
under the direction of the Federal Rehabilitation Board. 




Building Automobile Radiators Is Not Difficult for These Boys. 

Foundry Work 

Foundry is a trade which consists of making castings. A 
casting may be described as any machine or engine part, in 
fact, any object which is given its form by pouring molten 
metal into a mold. 

Briefly, the molding process is as follows: The foundry 
department is furnished with patterns from the pattern depart- 
ment. The pattern is placed in a suitable flask. Sand of the 
proper quality and consistency is then carefully packed about 
the pattern, which is then withdrawn, leaving an impression in 
the sand conforming with the outline of the pattern. The 
mold then receives any other treatment necessary, cores are 



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set, and the molten metal is poured into the space which the 
pattern had occupied in the sand. When the molten mass of 
metal has cooled, the casting is removed by breaking the sand 
mold, is cleaned and sent to the machine shop where it is 
machined and assembled with other castings. The same 
pattern can be used repeatedly for making identical castings, 
but a new sand mold is necessary for each casting. 

There are four distinct divisions of the foundry business: 
brass and other non-ferrous metal founding, gray iron found- 
ing, malleable iron founding and steel founding. Under each 
division there are several operations, some of which are bench, 
floor, green sand, dry sand, loam and machine molding, core 
making, metal melting, flask making, cleaning and dressing 
castings and shipping. 




Castings Worth Thousands of Dollars Made in This School Foundry 

Every Year. 

It will be seen that the foundry business is of great impor- 
tance in the engineering field, and that it offers splendid oppor- 
tunities for the expert foundry man who has a technical train- 
ing. The demand for skilled workers at this time greatly ex- 
ceeds the supply. Eight hours usually constitutes a day's 
work and working conditions are such that by using ordinary 
care and judgment the worker should suffer no severe physical 
or nervous strains. 



17 



The source of labor supply is the apprentice who is usually- 
taken from the grammar grades. As no provisions are made 
in most shops for his systematic practical and technical train- 
ing, it is apparent that the boy who avails himself of a voca- 
tional school course in foundry practice should advance very 
rapidly when he enters the shop as an apprentice. The steps 
of promotion are: Apprentice, journeyman, foreman and 
superintendent. 

A knowledge of foundry practice is of benefit to the pattern 
maker, machinist, foundry chemist, iron and steel salesman, 
mechanical engineer, estimator, and men employed in the 
foundry office. 

The shop work in the school foundry covering brass, iron 
and founding consists of: the preparation of molding sands, 
the construction of a great variety of molds, involving instruc- 
tion in sand ramming, setting gagers, venting, gating, placing 
risers, and setting cores; the preparation of core sands and 
use of core compounds, ramming sand, venting, rodding, and 
drying cores; cupola practice, metal mixing, charging of coke 
and iron, air blast and furnace linings. 

Pattern Making 

Patterns are necessary for the making of castings of ma- 
chine and engine parts, ornaments of concrete and plaster 
and much statuary. 

As most patterns for cast objects are made from blue prints 
furnished by the Mechanical Draw^ing Department, it is neces- 
sary that the pattern maker be expert in the interpretation 
of these drawings. As the pattern and core boxes consist of 
one or more assembled pieces of w^ood, the w^orkman is re- 
quired to plan for strength and rapid construction, also to be 
highly skilled in the manipulation of w^ood-w^orking tools, 
w^ood lathes, and w^ood-w^orking machinery. As the method 
of molding is usually planned by the pattern maker, it is ob- 
vious that he should have a w^ide know^ledge of foundry or 
molding processes, also some knowledge as to the method of 
machining of the castings. 

The underlying principles of metal pattern making are the 
same as in w^ood pattern making. The metal pattern maker, 
how^ever, shapes the patterns w^ith the metal-w^orking machines. 
The trade is of great importance in the engineering field and 
the wages are among the highest paid in the metal trades. 
Eight hours usually constitute a day's work. The work is clean, 
and not heavy. There are no nervous or physical strains, and 
the work is of great variety. The demand for skilled pattern 
makers greatly exceeds the supply at this time. There are no 

18 



provisions made in most shops for the systematic, practical and 
technical training of apprentices, and most apprentices are 
drawn from the grammar school and lower high school grades. 
The boy who has had a vocational course in pattern making, 
covering the shop practice and allied technical subjects, is 
splendidly equipped for rapid advancement. 

Many avenues of advancement are open to the skilled 
pattern maker, who avails himself of advanced w^ork in 
technical subjects relating to the mechanical processes, thereby 
fitting himself for work calling for greater skill, judgment and 
knowledge of the mechanical industry, than the shop-trained 
mechanic possesses. 

The school course in Vocational Pattern Making makes for 
rapid advancement, and after the pupil leaves school, short 
unit courses in alhed subjects, both practical and technical, 
would be of great advantage. Continuation courses which 
would pave the way for promotion beyond that of the skilled 
pattern maker would be Mechanical Drawing and Machine 
Design, a course in Mathematics, which will enable the stu- 
dent to interpret and use the formulas ordinarily found in 
Mechanical Data books. Applied Mechanics, Foundry Practice, 
Metallurgy of Common Metals. Business English Composition 
and Shop Management. 

Shop work in Vocational Pattern Making includes Bench 
work, consisting of a number of exercises in wood-joint con- 
struction, which gives practice in use of hand wood-working 
tools; wood turning, split work, face plate, segment work. etc. 
The student having satisfactorily completed the above work 
is given practice in the operating of the wood-working 
machinery used in pattern making. 

Early in the course the student is given an elementary course 
in the foundry, in order to acquaint him with the underlying 
principles of his trade, as related to the molding of patterns. 

Having completed the preliminary work, the student under- 
takes the construction of a great many patterns and core 
boxes, beginning with the simple ones and advancing as rapidly 
as possible. 

Some of the patterns made are for wood-working lathes, 
spur, bevel, and worm gears, rope sheaves, chain and sprocket 
wheels, drill presses, steam engines, pumps, compressors, sta- 
tionary gas engines, auto gas engines, marine engines, and a 
great variety of other machine parts. This work is supple- 
mented by a series of lectures throughout the course. 

Preparatory Mechanical Drawing teaches the use of instru- 
ments, elementary Machine Detail, and the sketching of ma- 
chine parts. Freehand drawings are made and a thorough 
training in visualizing is given. 

19 



Shop mathematics cover the review of decimals and common 
fractions, ratio and proportion, square and cube root, meas- 
uration and more advanced mathematics that will enable the 
student to use the formulas given in mechanical engineering 
data hand books. 

Pattern work is offered at Manual Arts, Polytechnic and 
Lincoln High Schools. 




Patterns in the Making. 

Cabinet and Furniture Making 

A cabinet maker is one who builds cabinets, furniture, fix- 
tures and interior finish. In the Los Angeles High Schools 
the designing and construction of furniture is given special 
emphasis. Furniture has an historical value as it is closely allied 
to the architecture of a country. Many of the noted furniture 
designers have been architects who could plan both the build- 
ing and the interior furnishing. 

Before entering the school cabinet shop the student must 
take as a prerequisite, a course in joinery, where he learns the 
names and uses of the different wood-working tools, becomes 
familiar with the characteristics and uses of the various kinds 
of commercial woods, makes the different joints used in 
cabinet construction, and completes a short course in wood 
turning. 



20 




21 



The first subject taken up in the cabinet and furniture mak- 
ing course is furniture design. A poorly designed piece of 
furniture is practically worthless even if the workmanship is 
perfect. Shop talks are given by the instructor on the char- 
acteristics of the different period styles, and a study is made 
of the construction, proportion and standard sizes of tables, 
chairs, desks, buffets, etc. Each student is required to make 
a full sized detail drawing of the piece of furniture he has 
decided to construct. From his drawing he takes off his bill 
of material and mill order, then estimates the number of 
board feet required and figures the cost. The lumber is pur- 
chased from one of the local hardwood lumber companies, 
and paid for by the student. The boy is now ready to begin 
the actual construction of his project. The instructor gives 
demonstrations on the various w^ood-w^orking machines, show- 
ing the methods of doing all hand tool processes by machinery. 
Attention is called to the safety-first precaution that should be 
taken to avoid accidents. When the student acquires suffi- 
cient skill in doing an operation by hand, he is permitted to do 
the operation on a machine. After the stock is cut to dimen- 
sion and all joints are made it is prepared for finishing by 
smooth planing, scraping and sanding. The instructor demon- 
strates the gluing and assembling of a piece of furniture, show^- 
ing the method of adjusting clamps to square w^ork. A study 
is made of the uses and application of stains, dyes, fillers, shel- 
lac, w^ax, varnish, etc. Each student selects the finish that is 
most suitable for his project, taking into consideration whether 
it w^ill harmonize w^ith the furnishings already in the home. 
The student spends about one-half of the time on his individual 
project, and the other half on school work. Benches, tables, 
cabinets, etc., made for use in the city schools, furnish good 
examples of quantity production and give the instructor an 
opportunity to teach the sequence of operations and the rout- 
ing of stock as carried on in a commercial shop. 

Los Angeles is becoming a great manufacturing city. At 
the present time there are 1 20 furniture factories employing 
3000 men and 400 women. Boys trained in the schools 
readily obtain employment at a good w^age. 

Cabinet and furniture making courses are offered in prac- 
tically all our high schools. 

Applied Electricity 

The courses in applied electricity in our high schools differ 
in content, years of work and methods of teaching. A descrip- 
tive analysis of a typical course follows. 

The instruction in applied electricity deals largely with the 

22 



theory of electrical machinery and apparatus, and in modem 
operating practice. The important principles are repeated until 
they are mastered. The work taken up during the ninth year 
is prevocational, and no electives are offered during the tenth 
and eleventh years. The course is so arranged that should a 
student see his way clear to attend one more year, taking ad- 
vanced electricity and other required subjects, he may do so 
and receive his diploma. 

Class and Lecture Room. During the four semesters of 
the course the students meet in the class room five times a 
week. The text adopted is 'Timbie's Elements of Electricity," 
and "Timbie and Higbie's Alternating Current Electricity." 
This text is followed rather closely throughout the course and 
problems, for home solution, are given daily. The method of 
instruction varies with the subject. Sometimes the entire 
period is taken up by recitation, sometimes half the time is 
taken up by lecture and the remainder devoted to recitation. 
The lecture is regarded as a doubtful expedient and is apt to 
be overdone. The lectures given are as short as possible, and 
everything is done to present the subject quickly and concisely. 
Student's notes, printed syllabi and miscellaneous collections 
of heterogeneous mimeograph notes can not take the place of a 
well written, well arranged, well illustrated and well tried text 
book. 

Written recitations are given at stated intervals. One 
period each week is designated 'lab quiz," at which time the 
various laboratory assignments are discussed and the students 
questioned regarding the results of their laboratory experi- 
ments, and the subjects taken up in the lectures. An effort 
is made to improve personal efficiency as applied particularly 
to studying and to school life, and to turn out students who 
will be students all their lives. 

Electrical Laboratory and Shop. In the laboratory the 
students work singly, in pairs or in squads of three or four. 
When working in squads of two or more, one always acts as 
foreman of the squad. The foreman is responsible for the 
manner in which the experiment is performed and for all 
instruments and machines used. 

The laboratory is equipped with apparatus of strictly com- 
mercial type, the machines used are of various kinds met in 
every day practice. The prime object of the electrical labora- 
tory instruction, however, is to illustrate fundamental principles. 
Nearly all of the units are arranged in motor-generator sets 
and have been very carefully selected in order that they may 
be available for a variety of uses, thus increasing the efficiency 
of the investment. The sets are mounted on tables, constructed 

23 



of two inch steel pipe, of such a height that the machines are 
easily inspected and the connections easily made. The field 
rheostats and starting boxes are not secured to the tables, but 
are merely supported by hooks so that they may be used with 
any motor-generator set. The instruments used in connection 
with the experiment are placed upon small portable tables, 
rather than upon the steel tables supporting the machines, 
thus avoiding vibration. The machines are not permanently 
connected to the switch board, and all connections for the ex- 
periment must be made by the students performing the test. 
The apparatus is, however, in working order for the experi- 
ment to be performed in order that little time be lost. All 
cables are supplied with hook terminals and all binding posts 
with wing nuts. The method of mounting the machines is 
similar to that followed at Pratt Institute, Brooklyn; The 
Carnegie Technical Schools, Pittsburg, and Wentworth Insti- 
tute, Boston. 

The laboratory assignment is made in advance, so that the 
student may read up concerning it, and may come to the 
laboratory w^ith a fair idea of w^hat he is expected to do. Be- 
fore starting the test the student must convince the instructor 
that he has an understanding of the nature of the experiment. 

In the early part of the course the student is furnished w^ith 
instruction sheets, directing in detail the handling of apparatus 
and giving explicit directions for taking the data, making cal- 
culations and w^riting reports. Later in the course the instruc- 
tor exercises as little direct supervision as possible, merely 
preventing damage to the apparatus in the laboratory. This 
procedure compels the student to do independent reasoning 
and planning and develops the power of initiative. An oppor- 
tunity for the development of individuality is thus afforded. 

A neatly w^ritten report of each experiment is required of 
each student. This report must include all data, neatly tabu- 
lated, curves and graphs carefully plotted, diagrams and 
sketches of apparatus and connections w^hen required, and a 
clear and concise statement of the object of the experiment, 
and of the significance of the results obtained. Each experi- 
ment is secured by fasteners to a printed title sheet, furnished 
to the student, and must be presented w^ithin one w^eek from 
the time of taking the data. 

The work in the laboratory runs as nearly parallel with 
the class room instruction as it is possible to arrange such 
parallelism. The sequence of experiments is chosen in such 
a manner that they supplement the theory or class room 
work. As a rule the laboratory work lags a little behind that 
of the class room, giving an opportunity for the necessary 
class room instruction. 

24 



Throughout the course the student takes shop work, given 
with the view of developing a certain amount of mechanical 
skill and to give him a certain amount of information as to 
machine shop and electric shop methods. The primary em- 
phasis is, however, given to training the student in seeing the 
principles that are applied in shop practice. A large part of the 
auxiliary apparatus in the electrical laboratory has been de- 
signed and constructed by students. 




More and More the Wheels of Industry Are Being Turned by 

Electrical Energy, 

The Applied Science Laboratory. In this laboratory there 
are several features of distinctive character. Its purpose is to 
illuminate the work of the class room through a verification of 
the laws of physics; through an understanding of some of the 
laws of mechanics, to facilitate the comprehension of the laws 
governing the flow of electricity; to familiarize the student 
with the use of instruments of various types; to determine the 
limitations of theory and to give the student some experience 
in conducting experimental investigations. 

Instruction is given in the principles of practical mechanics 
underlying the electrical industry, such as the forces acting in 
machines and structures, simple machines, transmission of 
power, efficiency of machines, strength of materials, hydrau- 
lics, steam engines and boilers, internal combustion engines. 



25 



Nearly all of the apparatus thus far installed in the applied 
science laboratory has been constructed by students, and is 
of a size to command their respect. In the study of forces the 
student often works with hundreds of pounds, rather than with 
ounces. The same general plan of carrying on the w^ork is 
follow^ed in both the applied science and electrical labora- 
tories. 

Electrical Drawing and Design. The power of mechanical 
drawing for strengthening the habit of exact thinking, and for 
training a constructive imagination is well known. The ability 
to think and work accurately is the basis of efficiency and is 
absolutely indispensable in the electrical industry. The value 
of drawing as a discipline in this respect can hardly be over- 
estimated, and is made no small part of the course in applied 
electricity. The first year's drawing is arranged in a w^ay that 
stimulates the interest of the student and covers the use of in- 
struments, lettering, sketching, orthographic projection, inter- 
section of surfaces, w^orking drawings, blueprinting, etc. The 
second year's w^ork leans more tow^ard design and consists 
largely in making w^iring diagrams, sw^itchboard layouts, shop 
drawings and details of electrical machinery. 

Courses in applied electricity may be had at San Pedro, 
Polytechnic, Manual Arts, Lincoln and Jefferson High Schools. 

Industrial Chemistry 

Industrial Chemistry follow^s the regular w^ork of the first 
year in Chemistry. It is designed especially for the student 
who does not expect to take up a college course. 

This course starts w^ith quantitative analysis. The unknow^n 
amount of a chemical is solved by the titration method, or 
that of precipitation and w^eighing. 

As the oil refineries and sugar refineries use the Baume 
method, the work in this will also include the principles of the 
specific gravity bottle, Westphal balance, pincnometer and 
acidometer. 

The underlying principles of ordinary laboratory work 
found in the other industries of this locality are taken up and 
the student made proficient in them. 

This is the age to utilize by-products. A proper incentive 
along this line will be a great stimulant to any student. Es- 
pecially when trips are taken to such plants as the local cotton 
seed oil mills, or the garbage reduction works. For the stu- 
dents to take trips to other manufacturing plants and see how 
the laboratory is relied upon to guide and watch over the 
output of the factory is part of the plan for this course. Noth- 

26 



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27 



ing will arouse their interest in chemistry so much as these 
weekly trips. 

Any student completing this course should easily qualify 
as a laboratory assistant in any of our industrial plants that 
employ expert chemists. Here he may learn the whole method 
of operation of the plant, and if he has the ability, may 
easily place himself in line for a better position, such as fore- 
man and ultimately in a higher position. 

Instruction in Industrial Chemistry may be had at Hollywood, 
Manual Arts, Los Angeles, Polytechnic and Lincoln High 
Schools. 

Fire Assaying 

Fire Assaying is a line of work open for men who are able to 
assay, with accuracy and speed, gold, silver and platinum ores, 
also with less accuracy, lead and copper. This w^ork may be 
located at the mines or in assay laboratories in cities or places 
adjacent to the mining regions. 

It is necessary to take the sample of ore from the mines, 
prepare it for the assay, perform the operations of assaying 
and determine from the results obtained, the exact value of the 
ores tested. The schools are prepared to offer a course that 
w^ill fit a young man to take the position of assayer in any of 
the places mentioned. These positions are fairly remunera- 
tive, offering $125 a month or more. 

The vocational course in fire assaying does not require as 
much chemistry as a preliminary to the assaying of ores, 
as does the regular course in assaying. Students w^ho seem to 
have the ability to become proficient in the mechanical w^ork 
of assaying are w^ell justified in taking this course. Most of 
the w^ork is done in the school laboratory, although students 
are made familiar w^ith the field through visiting nearby mines 
w^here instruction in taking samples is given. Enough miner- 
alogy is taught w^ith the course to enable students to treat ores 
without preliminary trial. 

This training may be had at Polytechnic High School. 

Printing 

Printing presents a most favorable reply to the query, "Does 
this give me the broadest training, mentally and otherwise, 
and admit of fair compensation?" This trade is recommended 
to those who aim high in the walks of life and wish to apply 
themselves to a vocation which marks the pathway of many 
prominent figures in world affairs. 

Printing requires creative ability, constructive imagination, 
mechanical skill, and an artistic sense in type and color de- 

28 



signs. The student should have the qualifications of patience, 
taste and ingenuity. 

There is a constant demand for reliable, industrious appren- 
tices, especially those w^ho have had intensive technical and 
practical training in a wrell-conducted school printing plant. 

A beginner in vocational printing should have finished the 
eighth grade; should have a good command of English, and of 
arithmetic, including fractions and decimals. It is better to 
begin setting type with the ninth grade, taking two semesters 
of progressive exercises in the technique of topography, mostly 
straight reading matter; studying the various trade terms, dif- 
ferent indentions, paragraphing, syllabication, capitalization 




Many of .America's Great Men Have Been Printers. 

and style. Much of this year's work might be profitably done 
under the supervision of the English Department, the printing 
instructor devoting his attention to the mechanical and artistic 
details. 

At the close of this year, a student with a passing grade, 
might be given a chance at linotyping. A natural adaptabil- 
ity united with good English training should enable a stu- 
dent to acquire skill enough to hold a beginner's job in twenty 
weeks, four periods a day, 400 hours. There are five lino- 
types in the Los Angeles schools, which would provide this 



29 



opportunity for ten students in the school day, or twenty 
students a year. It is questionable if half this number are 
actually entering the trade from the schools as linotypers. 

A student who does not yet care to take up the linotype, can, 
after receiving a passing grade in setting type for forty weeks, 
be qualified to enter the trade as an apprentice job compositor. 
An additional year on the job and book composition with five 
week periods in paper handling and cutting, stonework and 
imposition, platen press feeding and makeready (just enough 
to obtain a general view of the relativity of the different 
branches), should fit a student to earn "two-thirder's wages" 
and to win rapid advancement to the status of a journeyman. 

The Printing trade with its allied branches gives employ- 
ment to at least three thousand people in Los Angeles. The 
year 1920-1921 brought an enormous increase of business for 
this industry, and printers are now so scarce that good work- 
men receive more than the $39 per week, which was granted 
by the master printers to journeymen on July 1, 1920. 

The working conditions in the printing trade are better 
than in many other occupations. Since the employment is 
exclusivelv indoors, climatic conditions do not hinder regular 
w^ork, although the summer is a dull season. Old offices 
were frequently unsanitary, but now^ printing offices are well 
lighted, pleasantly located and sanitary. Printing has been 
regarded as a somewhat unhealthful employment, but the 
long lives of most Los Angeles printers prove that a false idea. 
Strong eyes which can w^ork w^ell under artificial light are 
desirable in those entering the trade. 

Printing, as the word is ordinarily used, designates, in 
reality tw^o district trades, composition and pressw^ork. Old 
time printers understood both branches, but under modern 
conditions in large city offices, an employee is either a com- 
positor (properly speaking a "printer") or a pressman. There 
are platen, cylinder and w^ebb pressman, named from the 
kind of press on which they are employed ; and there are ma- 
chine and hand compositors. The hand compositor, or job 
printer, is most typical of the printing trade. 

Machine operators, or compositors, are employed on 
machines casting either a single letter, as the monotype, or a 
line of type, as the linotype. The monotype machines requires 
both an operator and a caster, the latter needing knowledge as 
a machinist, rather than as a printer. A knowledge of hand 
composition is very useful to a machine operator, but is not 
absolutely indispensable, as was once the idea. Machine com- 
position has an especial appeal to girls, and women operators 
are becoming every year more numerous. It requires less 

30 






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physical exertion and is cleaner work than any other branch 
of the trade, and usually better paid. The high initial cost of 
typesetting machines and demand for their output makes it 
desirable to keep them busy under fast operators, and high 
proficiency is required. Ordinarily, a fast stenographer will 
make a fast operator. 

The job printer makes choice of arrangement, size, and kind 
of type to be used in setting up copy to be printed upon paper 
of a specified size in accordance with conventional usage, or in 
accordance with special instructions from the foreman. He 
"makes up" linotype and monotype set matter, which, with 
type, leads, slugs, rules, borders, ornaments, etc., constitute 
the material he handles. Little "straight matter" (ordinary 
reading matter) is now set by hand. His tools are of a very 
simple nature. His range of work runs from professional, 
society and commercial stationery to books of all sizes, bill- 
board posters, etc. A good job printer is, as a matter of 
course, an advertisement compositor and a newspaper makeup 
man, only requiring adaptability for a change. In the modern 
division of labor, many good job printers know little of the 
imposition of book forms, or even of simpler "stone work." 
This is a decided check toward further advancement. 

The school printing offices can give a student some knowl- 
edge of the trade in a two-period a day course for one semes- 
ter. Whatever he learns will assist him materially in securing 
an apprenticeship in a commercial printing office, as the school 
work is practical from the first. In press work a bright boy of 
suitable age, willing and anxious to learn, may be taught in one 
semester to be a fairly competent press feeder and earn in a 
commercial office, during his vacation, from $15 to $20 per 
week. Some of the high schools of this city have had nine to a 
dozen such boys w^orking each summer, although, until 1920, 
not for the w^ages named above. 

In machine composition, more rapid advancement in the 
school can be made, but the difficulty of obtaining work in a 
commercial office for a partially competent operator is con- 
siderable. The pupil at machine composition v/ill find it an 
advantage more than others to become as proficient as possible 
in the school shop before applying for w^ork outside. 

For furnishing a pupil w^ith an all-round know^ledge of the 
printing trade at large, in contrast to the one branch w^hich 
w^ould furnish his only chance to learn in a large city office, 
the school printing plant is invaluable. A course of part time 
in school and part in commercial printing offices for wages, 
according to the plan introduced by some public-spirited Los 
Angeles employing printers, enables pupils to earn money while 

32 



learning the trade, and receive high school graduation credits 
for the work done for wages the same as if it had been done 
in the school printing office. 

A pupil continuing his school work while learning the trade 
will find, when he becomes a journeyman printer among 
others, after graduating from school, that his school life and 
learning have given him a culture, lacked by his fellow^ work- 
men who have not had the same advantages. This places him 
directly in line for advancement, as well as gives him a broader 
life in every way. On the employer's side it is hoped to elevate 
the personnel and general tone of the craft through the school 
printing offices. 

Training for the printing trade may be had at Jefferson, 
Manual Arts. Lincoln and Los Angeles High Schools. Short 
unit courses in printing are offered at Sentous, 30th Street, 
Lafayette, Central and McKinley Junior High Schools. 

Trade Art 

Trade Art is distinctly and essentially an expression of Fine 
Art specifically done for remuneration. In other w^ords, the 
only difference should be that Fine Art is an expression of the 
artist's feeling or emotion with no immediate regard for future 
remuneration, while Trade Art, or Commercial Art, is first 
bargained for and the stipend agreed upon before the work 
of art is done. An order is generally given for Commercial 
Art to be worked out according to the wishes of the buyer, 
while the fine artist paints or works as the mood comes over 
him. Many would, and do, draw a line of distinction between 
the aims of commercial and fine art. but the development 
should be the same, otherwise they both would fail. The right 
thing in the right place is always successful art, whether it be 
a choice of the right color harmony in landscape or the correct 
value in a portrait; or whether it is the correct type on a show^ 
card to advertise a piece of silk, or a sale of w^ashboards. In all 
cases, the right application and expression should be used in 
terms of art principles, adapting them to the various expres- 
sions of Trade Art. and Art in Daily Life. Without the knowl- 
edge of Art Principles, one is always groping for something 
tangible, seldom getting anywhere. 

Since these classes have started, there has been a marked 
grow^th in numbers as well as in the standard of the w^ork, and 
there has developed many more lines of Trade Art than at 
first. The study includes, first, a general knowledge of many 
branches of the Arts, and after a term or two the students find 
themselves in their work, and then specialize in the one line 
of art which they can do best and enjoy doing the most, until 

33 




34 



they become proficient enough to earn a HveHhood. During 
vacations they have opportunities to try out their abihties and 
many times they come back for post-graduate v^ork to become 
more proficient. 

A typical course includes a serving of apprenticeship and 
sometimes a skillful mastership of the following subjects which 
are taught individually to each student: 

1 . Textile Design. Study of rug, carpet and linoleum, 
drawn to scale. 

2. Commercial illustration in pen and ink, and wash. 
Color second year. 

3. Lettering with brush and pen. Show cards and Book 
Lettering. Manuscripts and Tabulation. 

4. Metal Design for copper and jewelry. Lighting 
fixtures. 

5. Furniture Design and Picture Frames. 

6. Novelty work, designing boxes, toys, Christmas 
cards, etc. 

7. Costume Design, including newspaper work in pen 
and ink. 

8. Theatrical Design. Costumes for the plays of the 
schools are often designed in these classes. 

9. interior Decorating. This includes sketches in wash 
and the making of furniture design and many other 
branches. One class designed an entire room with 
furniture, lighting fixtures, draperies, sofa cushions, 

for a gentlemen's club. 

1 0. Wall paper design. 

1 1 . Art Glass and Decorative Figures. 

1 2. Stage Scenery. One class designed two complete 
new and original sets of scenery, working them out 
on scale on the model, and afterwards painting them 
on the stage. 

I 3. Poster and Book Cover Design. 

Poster Design requires a good knowledge of design, and, if 
possible, accurate knowledge of human anatomy, a good feel- 
ing for color and color value. Much work in the classes is in 
the form of posters. There are a number of students from 
these classes who have graduated and are doing theatrical 
lobby work for the best moving picture houses in the city. 

Batik work has been added to Trade Art instruction. Girls 

35 



particularly are interested in this phase of art work and ready- 
positions and splendid remuneration await those who become 
proficient. 

If a student has a natural aptitude for careful work in art 
and will be patient, he can accomplish enough in four years' 
time to make him successful after he graduates. 

A special Trade Art course is offered at Lincoln High 
School. Other schools offering Trade and Commercial Art 
are Manual Arts, Polytechnic, Los Angeles, Jefferson, Holly- 
wood and Franklin. Some Commercial Art is offered also in 
our Junior High Schools. 

Mechsmical Drawing 

Mechanical drawing is a very essential part of all technical 
industries, and, as such, offers exceptional opportunities to 
students who are desirous of entering any technical line of 
work. For those who are already engaged in such work, the 
thorough mastery of mechanical drawing is a certain road to 
promotion. 

The work of a mechanical draftsman consists in preparing 
from a rough draft, or from freehand sketches, a finished 
working drawing. From this, a tracing is made on cloth, and 
from the tracing any number of blueprints are made. 

The working conditions are usually pleasant, the hours of 
labor short, the work varied and interesting, and the oppor- 
tunity for promotion excellent. The w^ages vary in different 
localities and w^ith industrial conditions, but may be roughly 
stated at from $80.00 to $200.00 per month. A designer or 
superintendent may receive a much larger salary. The de- 
mand for draftsmen is also variable and depends upon busi- 
ness conditions; but it can be safely said that there is always 
a demand for highly trained men in this line of w^ork. At 
this particular time the demand is greater than the supply. 

The draftsman should have some knowledge of forging, 
pattern making, foundry and machine shop practice. He 
should also be able to make mathematical calculations per- 
taining to his work and to read and write intelligently about it. 

A course in vocational drawing should consist of not less 
than two years of intensive study of the theory and practice of 
drawing, together with the accompanying academic studies and 
shop work. The first year project work consists of lettering, 
freehand sketching, geometrical construction, projection, inter- 
section, development of surfaces, simple working drawings, 
tracing and blueprinting. The second year's project work in- 
cludes drafting problems peculiar to the trade for which the 
student is preparing. 

36 



Mechanical Drawing is offered in all our Senior High 
Schools. Lincoln High School is offering a special two-year 
vocational course in Mechanical Drawing. Mechanical Draw- 
ing is now made a unit in prevocational training in all our 
Junior High Schools. 

Architecture 

Many boys and girls are interested in planning buildings 
and homes. The different styles of Architecture in our large 




37 



public buildings, the doors, the windows and the inside finish- 
ing are highly interesting. A four-year course is offered in 
Polytechnic High School in Architecture. This training means 
not only formal drawing fitting for an architect's office, but is 
the preparation needed in all forms of the building trades and 
contracting. This training fits to, or is correlated with, such 
trades and professions as the following: 

Buying and Selling of Building Materials. 

Buying and Selling of Furniture and Furnishings. 

Contracting in all forms. 

Designing of buildings, gardens, furniture, furnishings, 

electric fixtures, etc. 
Structural Engineering as applied to buildings. 
Girls and boys are eligible to this full four-year course from 
any school district. 

Different phases of this course are taught in the following 
schools Lincoln, Los Angeles, Hollywood, Manual Arts, Jef- 
ferson and Franklin High. 

Nautical Trades 

Boat building and navigation have taken on an added local 
importance with the expansion of shipping and ship yards at 
Los Angeles Harbor. Thousands of men now find employ- 
ment in these occupations at this busy port. This has resulted 
in a large measure from the necessities of the war. How^ever, 
there can be no doubt that with the expansion of trade since 
the war, Los Angeles Harbor w^ill continue to be an important 
shipping and ship building port. 

Boat Building 

Boat building as taught in the San Pedro High School has 
to do with the building of wooden vessels from the smallest 
size up to those 40 or 50 feet long. There is no definite line 
of differentiation, except that by a small boat is ordinarily 
meant one too small for anything except inshore w^ork. 

The building of wooden boats is one of the oldest trades, yet 
it has seen changes, principally in new^ tools, machinery, and 
methods of fastening the v/ood parts together. Boat building 
calls for good taste in design, sound judgment, a keen, discern- 
ing eye, and the correct use of tools. The boat builder can 
use all the ordinary wood w^orking tools and still not have 
enough, with the result that he frequently has to make special 
tools for his ow^n use. 

Boat building is a complicated trade. Whereas in steel ship 
building a man can frequently become an expert in a few 

38 



months, or even a few weeks, at some special part of the trade 
such as riveting, the building of wooden boats requires much 
more training and further a knowledge of boat building condi- 
tions for a number of years past. The supply of well trained 
boat builders in this country is not equal to the demand. Even 
though the steel ship yards were to stop work now, builders 
of wooden boats would still be needed. 

Boat building has many branches, the larger the boat, the 
more varied the types of skill demanded in the construction; 
first is the designer or naval architect, then in order, the boat 
builder, painter, plumber, caulker, rigger, steam fitter, elec- 




trician, gas cr steam engineer. Beat building is not an espe- 
cially exhaustive kird of work and employment is steady for 
a good worker. Eight hours is a day's v.ork and the wages 
at present are $5 to $8 per day. 

San Pedro High School offers a good practical course in 
elementary boa" building. About eight boats of different types 
are built each year. The boats constructed here are necessarily 
small, but the construction of these small boats is essentially 
the same in principle as that of the large ones. Any boy finish- 
ing the course in boat building at this school would be able to 
go into one of the local boat building plants on good pay. A 

39 



boat builder who has a reasonably good knowledge of mathe- 
matics and mechanical drawing would be able to work up to 
the position of designer. Such a position offers a large field 
and good pay for well trained men. The following is an out- 
line of work in this subject: 

1 . Choose the type of boat to be constructed, and decide 
the size and design. 

From the drawings proceed to lay down on a floor the 
full size drawings of the boat, showing the cross sec- 
tions at different points. 
Make the section molds and templates. 
Make the keel, stern, and stem, and fasten together. 
Place the molds straight fore and aft and at right 
angles to the keel, and nail on temporary ribbands. 

6. Bend the ribs, usually after steaming them, and place 
them in the boat; fasten temporarily to the ribbands. 

7. Nail on planking. Put on the deck and finish the 
interior. 

8. Plane off the outside of the boat and paint it. 



2. 



3. 
4. 
5. 



Navigation 

Navigation is the science of determining the position of a 
ship at sea, and of conducting a ship from one position on the 
earth to another. 




Finding the Position of a Ship at Sea. 

There are three general methods of locating a ship: (1) 
when near the coast by bearings and distances from known 



40 



objects on charts constructed to represent the earth's surface; 
(2) by course and distance made good from a known posi- 
tion, involving the principles of plane trigonometry; (3) by 
observation of heavenly bodies, involving the principles of 
spherical trigonometry. While independent in theory, all are 
used practically in the course of a voyage from one port to 
another distant port. 

This study aims to train the student in the use of the instru- 
ments, tables, charts, manuals, etc., by the aid of w^hich vessels 
of the Mercantile Marine are navigated, so that he may be as 
well prepared as possible to complete for an officership in 
same. The study further consists of calculations, plotting of 
nautical charts, and field practice in taking observations. 

This training may be had at San Pedro High School. 




Attractive Salaries Are Paid Expert Chefs in Our Large Hotels. 



Chef Cooking, Service and Restaurant Management 

To train boys to fill the following positions: (I) Cafete- 
rias: salad makers, servers on steam tables, dessert and pastry 
makers, vegetable and meat cooks. (2) Catering: Light ca- 
tering in private houses, w^orkers in catering establishments. 
(3) Chefs, cooks and assistants for hotels, restaurants, dining 
cars, steam ships, construction camps and cantonments. (4) 



Executives; Buyers, assistant managers and managers for ho- 
tels, restaurants, dining cars, etc. 

Investigation shows that there is a large demand for trained 
workers. The chefs here now are for the most part European 
and this supply will be curtailed on account of the present con- 
ditions. 

There are no other institutions outside of the public schools 
offering this training, and the apprenticeship system is not 
practiced in this country. The possibilities for advancement 
are therefore unlimited. 

Salaries for above positions begin at $50.00 per month with 
beard. Many chefs are receiving $500.00 or more. 

There will be splendid opportunities for graduates from 
this course, possessing as they w^ill, education in the academic 
subjects in addition to technical knowledge. A good eating 
place is alw^ays in demand in every community. The person 
possessed w^ith ambition in addition to training and experi- 
ence in this w^ork, can become a proprietor of such an est::ib- 
lishment. The practical w^ork w^ill include the following: 

a. Cleanliness of person, materials and equipment. 

b. Beverages: tea, coffee, cocoa, chocolate, etc. 

c. Preparation and cooking of vegetables. 

d. Griddle work: toast, griddle cakes, waffles, butter 
cakes. 

e. Deep grease frying: fish, meats, croquettes, oysters and 
methods of preparing the same. 

f. Broiling and steaming: chops, steaks, game and fish. 

g. Roasting and baking: joints of meat, game and fish. 

h. Broiling, steaming and stew^ing of meats, game and 
fish. 

i. Sauteing and braising cf meats, game and fish. 

j. The making of soups, broths, consomme and chowder. 

k. Carving and serving of the above dishes hot and cold; 
the making of sandwiches, salads and garnishing. 

1. Hotel and restaurant butcher w^ork (for boys). 

m. Fish and game butchering: cleaning and cutting with 
different methods of cooking. 

n. Making of breads, pies, cakes, cookies, puddings, me- 
ringue, ice cream, and sherbets. 

o. Sanitation: care of refrigerators, sinks, pipe connec- 
tions, grease traps and ventilation. 

42 



p. Refrigeration temperatures for the proper care of 
meats, game, fish, vegetables and milk. 

q. Table setting, the care of silverware, linens and 
uniforms. 

r. The making of menus; taking of inventories; cost and 
selling price of everything sold. 

s. Food conservation and preservation. 
This course is offered at Lafayette Junior High School. 

Agriculture 

These courses are designed to meet the practical problems 
and needs of farm life and are open to boys over fourteen 
years of age who will be given high school credentials and 
aid in obtaining employment when the courses are completed. 

The following branches are included in the courses: (1) 
Field Crops and Soils (Agronomy), (2) Live Stock, (3) 
Dairying, (4) Orcharding, (5) Insect Pests and Diseases, 
(6) Farm Mechanics. (7) The Culture and the Improvement 
of Home Grounds, (8) Poultry. (9) Apiculture. 

Farming is an occupation that presents great variety of op- 
portunities, in fact, the work ch^inges not only with the hour 
but also with the season. Many problems are constantly aris- 
ing in farming to make the w^ork very interesting. Numerous 
opportunities are offered which give a broad field for ad- 
vancement. The boy may develop into an orchardist, a dairy- 
man, a stockman, a general farmer, a poultryman, a ranch 
foreman or superintendent, or a tractor mechanic. 

As a student in this course, the boy takes a piece of land or 
some live stock to manage and develop. The prosperity and 
very existence of the growing crops and animals depend upon 
him. The buildings, fences and machinery must be kept in 
good repair, and the land niust be kept in a high state of fer- 
tility. In return he receives the profits. All these things make 
it necessary for him to posse.ss a keen sense of responsibility, 
a good business head, and a willingness to work and to in- 
terest himself in the project. Accounting, contracts, and busi- 
ness transactions come in as a part of his project and class 
work. 

The wages of farm hands are good, considering the future, 
but not especially attractive if money, spare time and amuse- 
ments are the only things considered. However, most of our 
boys who have been placed upon ranches are pleased w^ith 
the work, with the outlook for the future, and with the pay. 

43 



A study of the making and repairing of farm machinery — 
a very important item in modern farming — is a part of this 
course. 

The work of these courses may be separated into the fol- 
lowing groups, viz: 

Farm Science 

The fundamental principles of the sciences are studied to 
show how to solve the problems which are constantly con- 
fronting the farmer and this study is included and a part of 
all courses. General science as applied to every-day life on 
the farm will be emphasized as: fundamental principles of 
gas and gasoline engines, motors and electricity; levers, wedges 
and pulleys as applied to farm uses; friction, heat, greases 
and oils for various uses on farm implements and machinery. 
Crossing, selection and improvement of plants and animals 
will come as a part of the regular project work, as well as in 
the classroom. Influence of cropping and forests on climate, 
rainfall and conservation of moisture and erosion will come 
in classroom and field study. Essential elements of plant and 
animal food will be studied in field and laboratory. Princi- 
ple and uses of Septic Tank on farms, nitrification and use 
of cover crops w^ill be supplemented by field practice. Study 
of insect pests and methods of combating same w^ill be taken 
up as these problems appear, correlating field practice w^ith 
laboratory study. 

Farm Mathematics 

This w^ill consist of a combination of parts of arithmetic, 
algebra, geometry, trigonometry, formulas and tables, corre- 
lated w^ith accurate, rapid solution of practical and applied 
problems on hand; such as, measuring amount of water in 
reservoirs and ditches, its flow^ and carrying power, acreage 
cover, depth, etc, ; hov/ to measure silos, bins, hay stacks, 
w^agons, fields, lumber for buildings and fences; leveling and 
contouring fields, laying out contours, angles and rafters for 
certain desired results; number of different plants and trees 
required for different areas w^hen optimum area of each in- 
dividual plant or tree is given. Commercial forms of sales and 
purchases should be closely correlated w^ith a part of the Farm 
English. 

Farm English 

This will be of a corrective nature as well as directly in- 
structive, using literary selections from natural science, farm 
science, rural life and rural economics. Papers w^ill be writ- 
ten and reports given on topics selected from articles in agri- 

44 



cultural magazines and farm bulletins, and stories from project 
work. Literature dealing with farm life will form the basis 
of descriptions. Business letter writing will receive attention 
in classroom and through actual correspondence with firms or 
individuals such as seed houses, stock men, feed houses, col- 
leges of agriculture. This work is given with each course. 

I. Faurm Mechanics 

Practical work in the handling of iron at the forge will be 
given. Simple construction and repair w^ork will be under- 
taken in iron, wood and cement as regular farm problems. 
Assembling of farm tools and machinery. Care and uses of 
various farm machinery, various hitches of rope and cables. 
Labor saving devices for helping to keep tools in place and in 
order. 

II. Field Crops and Soils 

The work in Field Crops and Soils includes a field study of 
all local crops and local soils and soil conditions. The tex- 
ture of soils and methods of improvement by cover crops, 
gypsum and good methods of tillage; heavy and light soils, 
early and late, water-holding capacity, alkali and acid condi- 
tions and practical methods for taking advantage or over- 
coming or improving undesirable conditions by good farm 
practices. Where special types of soil, climatic conditions, 
limitations of water for irrigation purposes or land values are 
factors in determining or favoring certain phases of farming 
or variety of field crops, these will be studied by field and 
project method. TTie study of soils and farm crops will be 
closely related to methods, principles and factors involved in 
successful crop production, yield, cost of production, values 
for feed, forage, ensilage and effects on soil fertility. This 
work will be found of great value to students wishing to be- 
come more thoroughly familiar with all the phases of stock 
raising, dairying, orcharding, etc. 

111. Dairying 

This will include a systematic, first-hand study of the local 
dairy farms. Feeds, feeding and balanced rations used by 
local dairymen together with the cost of each will be studied 
carefully. Milk testing, regulations, laws and methods of 
handling stock, milk and cream will be studied. Ample op- 
portunity will be provided to make a systematic study of a 
wide range of registered dairy cattle as well as highly de- 
veloped grade cows and dairies. 

45 



IV. Livestock 

Southern California has a rich possession of fine livestock. 
Within a short distance of any school may be found a wide 
range of most excellent livestock. A first-hand study of these 
will be made, judging, scoring, methods of care, feeding and 
feeds. The local conditions and national conditions, markets, 
values, initial cost and best methods of building up and get- 
ting started w^ill receive systematic study as w^ell as diseases 
and their control, local and state laws governing testing, sani- 
tation, packing and registering. 

V. Orcharding 

Orcharding has reached a very highly practical and tech- 
nical state in Southern California and affords a w^ide study 
and calls for almost unlimited ability in lines practical, scien- 
tific and administrative. Climatic conditions, soil studies, best 
methods of irrigation, methods of pruning, spraying, fumigat- 
ing, gopher control, picking, packing, thinning of green fruit 
and shipping, cover crops and summer cultivation, afford time- 
ly topics of study. The many orchards in close proximity to 
each school afford ample opportunity for each pupil to study 
all phases from both practical and scientific points of view^. 

VI. Poultry 

The study of poultry may well begin w^ith the carrying out 
of a poultry project: best methods of starting for beginners; 
breeds of poultry and their characteristics from a utilitarian 
point of view, care of laying hens, feeds, feeding and housing, 
care of chicks, artificial and natural incubation, natural and 
artificial brooding; methods of controlling diseases; pests and 
methods of prevention; judging of breeds; culling out and 
building up of flocks; trap nesting of individuals — all of this 
work is to be first-hand, taken up timely as these problems pre- 
sent themselves in the regular w^ork. 

VII. Apiculture 

Apiculture is already an important and highly developed 
and profitable industry in Southern California, Bee culture 
includes a study of the hive, its construction, cost, materials 
and equipment, a study of working bees and queens, building 
up strong, prolific queens, a field study of honey plants, iden- 
tification and area of bee pastures, length of honey flow, lo- 
cations, exposures and water, locating and leasing most favor- 
able eucalyptus, orange, sage and bean pastures. Emphasis 
is placed on the important phases of bee keeping — methods 

46 



of keeping free from "foul brood,'* study and practice of 
building up prolific queens, locations of best pastures, extract- 
ing and marketing of products. 

Vlll. Culture and Improvement of Home Grounds 

This course includes the essentials of American Landscape 
Gardening, care of home grounds, lawns, shrubs, pruning and 
spraying. Pupils will be given an opportunity to prepare 
plans, choose materials and do the work as laboratory prac- 
tice. Much attention is given to grouping shrubs and other 
plants v^ith reference to favorable and unfavorable amounts 
of moisture, sunlight and space required by individual plants 
as well as color effects. The work will also include propaga- 
tion of materials for use in setting. 

Project 

Project instruction is given to the boy through a plan and 
supervision of his farm work or project and through supple- 
mental subjects in classroom. Preliminary essentials involve 
a careful survey on the part of the teacher of the boy's mental, 
physical and financial limitations. The boy's special inter- 
ests should be known and how these interests and his local 
environment are adapted or suited to certain lines of farm- 
ing. The plan should be to bring about the closest correla- 
tion between school, home and community, and the work 
should be both scientihc and practical, involving the best 
farm practice of the community. This involves a correlation 
of the boy's ability and the task at hand. The boy enters an 
agreement between parent and teacher to do all the work, pay 
all the expenses and to receive all the profits. A good project 
is a good training of the whole boy — head, hand and heart. 

Accurate accounts are kept of receipts and expenditures to 
put the work on a business basis. 

This course will be given at Jefferson High School, Gardena 
High School, Owensmouth and Van Nuys High Schools and 
McKinley Junior High School. 

We appreciate more fully than ever before the force of 
Garfield's statement in the following quotation: "At the head 
of all the sciences and arts, at the head of civilization and 
progress, stands — not militarism, the science that kills, not 
commerce, the art that accumulates wealth — but AGRICUL- 
TURES, the mother of all industry, and the maintainer of hu- 
man life." 

No wide awake city can longer neglect offering in all of 
its High Schools as thorough courses in Agriculture as in other 

47 




Rabbit Projects Are Popular. 




These Polands Are Wasting No Time Putting on Weight for Their 

Happy Owner. 



48 



industries, because Agriculture comes even closer to the life 
of a large city than any other one industry. The prosperity 
of cities will no longer permit the educational system to edu- 
cate away from the farm and rural life — it must be reversed 
with ever increasing emphasis. 

Home Econoinics 

The underlying purpose of the Home Economics Courses 
in the Los Angeles City Schools is to so improve conditions 
in the home that its members will be better nourished, more 
satisfactorily clothed, will have higher ideals for its sanc- 
tity and an appreciation of their moral and civic responsibili- 
ties to the community. 

In the High Schools, the old terminology of terms too often 
confused or misused, is fast disappearing. "Domestic Art" 
and "Domestic Science" have been misunderstood even by 
those within the profession, while "Sew^ing" and "Cooking" 
are far too limited in their implication. So it follows that the 
nomenclature must change as it does with all new arts and 
sciences and that at present CLOTHING and FOODS are the 
most in favor. 

Clothing is comprehensive enough to include such subjects 
as: 

Dressmaking Ethics of Shopping 

Millinery The Personal and Family 

Design and Embroidery Budget 

Textiles Laundry 

Care and Repair of Clothing 

The study of "Foods" includes such topics as: 

Production of Food Dietetics 

Preparation of Food Food Chemistry 

Under titles of Household Management, Home Making, 
Home Problems, etc., are taught such subjects as: 

Household Physics Nursing 

The Home and The House Economics of the Home 

Mathematics Applicable to Home Problems 

Throughout these courses an attempt is made to point the 
way to the vocational opportunities they present and to give 
girls such a broad general training that they may be able to 
meet the situation presenting an unusual difficulty, and to fit 
in to many phases of vocational w^ork rather than only one. 
Interesting "follow up" work indicates that the girl well- 
trained in principles, when competing in the commercial world, 

49 



goes far ahead of the girl who has been drilled to do a cer- 
tain piece of work as perfectly that she can at once secure a 
position on leaving school. The latter, limited in her knowl- 
edge, at first possesses more skill, but she is in greater danger 
of a blind alley job. 

Through this policy of teaching basic principles, to be fol- 
lowed by the development of skill in whatever direction the 
occupation later demands, the Home Economics Departments 
are not only sending girls from the High Schools better fitted 
to engage in the home making profession but to take promi- 
nent places in many trades and the industries important in 
our economic life today. 

Dressmaking 

This course correlates w^ith the art department in its free- 
hand drawing; its designs for braiding, beading, embroidery, 
stenciling, and batik w^ork; and its study of the theory of line, 
form, and color with special application to hats, gow^ns, 
etc. Dresses, underwear, wraps and other garments are first 
planned in detail; principles of construction and technique re- 
view^ed and further developed, and after the article is com- 
pleted, it is judged by the class as to its suitability to the 
w^earer and to the occasion; its usefulness; and its cost com- 
pared w^ith the retail price of a similar garment. Students are 
encouraged to make clothes for friends, neighbors and shops 
and to show^ the vocational value of a course of this type. One 
high school reports one hundred and ten garments made vol- 
untarily out of class time for actual money return and this 
from a class of twenty-five during one semester. 

In addition to the actual class instruction, field trips are 
made to factories and department stores and lectures are given 
by designers, buyers and others capable of pointing the way 
to the rapidly increasing field for w^omen in these lines. Cour- 
tesy as a purchaser; as a saleswoman and a study of the ethics 
of shopping are valuable phases of every girl's education and 
are given emphasis in every dressmaking course. 

Clothing for Children 

One important phase of the garment making course is the 
design and construction of the layette and clothing for older 
children. Where there is no direct need in the home, arrange- 
ment is made to sew^ for the Red Cross, a day nursery or some 
similar organization. Often there is a demand in the com- 
munity for these w^ell made clothes. 

50 



Millinery 

This course makes a strong appeal and classes are usually 
over-crowded because of its popularity. 

After the paper patterns of various types and styles of 
hats are made a design for the hat desired is drawn and then 
constructed with emphasis on the technique and skill neces- 
sary to compete with the shop-made article. Valuable prob- 
lems in economics arise during hat making as well as many 
opportunities for discussion of the suitability of line, form, 
color, etc. Where a full course in millinery is given it includes 
manufacturing by hand frames of wire and buckram; cover- 
ing frames; wiring ribbon; steaming and hemming silks and 
velvets; shirring materials; sewing on braids skillfully; making 
flowers of organdie, silk or other mr^terials; and the creating 
of original designs based on principles of art. 

Girls are taught the possibilities of the occupation writhin 
the trade such as those in Home Millinery; Parlor Millinery; 
Retail Millinery Stores; Millinery Departments in Department 
Stores; Wholesale Millinery; Factory Work; Salesmanship; 
Instructors; Flower Makers, etc., etc. 

With training of this nature, girls will find employment 
awaiting them in the millinery trade and when followed up 
during dull seasons by short unit courses, advancement as w^elL 

Textiles 

Since women are the spenders it is recognized with ever- 
increasing certainty that they must be taught to know what 
they buy and the course in textiles provides information in- 
valuable to the one buying garment materials. 

The microscopy of wool, silk, cotton, linen, weighted silk, 
artificial silk, jute, ramie, hemp, etc., teaches a valuable means 
of identification, as well as reasons for the care each should 
receive in cleaning and laundering. 

Simple, yet effective means of distinguishing the real from 
the false; the mixture which is sold for a pure fibre; a study 
of the trade names for fabrics in current use with the relative 
durability of each — these all help to create a class of more in- 
telligent shoppers and the commercial world welcomes such 
women to its stores. 

Power Machine Work 

The aim of the Power Machine Shop is to instruct the pupils 
in the study of the machine, its construction and care, the 
various seams, biases and bindings, neatness in fastening all 
threads on wrong side to prevent ripping, speed with accuracy 

51 



and neatness. Shop talks range from discussion of wages ac- 
cording to piece work, value of work done on different special 
machines, comparison of wages and time w^ith machine and 
hand work of all kinds, to suitable materials for use, color 
combinations and qualities. Special emphasis is laid on the 
value of piece w^ork, the saving of time and the value of do- 
ing each step just right. The outline of the course, in addi- 
tion to practice on various types of machines stitchers, punch- 
ers, seamers, includes the making of overalls, store aprons, 
butcher frocks; manufacture of fancy goods, covers, scarfs, 
hats, etc. 




The aim is to instruct the students thoroughly, in as short 
a time as possible, in all the fundamental principles and in 
the practice of the trade, so that they may, upon graduation, 
possess ability and confidence, and be of immediate and prac- 
tical value to their employers and receive a fair remuneration 
at once. Speed and efficiency as commercial employees should 
soon follow^. 

Laundry 

Since much of the cleaning of clothes is a chemical process, 
a study of hard and soft waters; methods of softening the 
former; soaps and their effects on the standard fibres; the 
correct removal of stains; and the cautions necessary in us- 

52 



in^ inflammable cleaning solution are all taught with the help 
of the chemical laboratory and practical application at home 
and in school. 

Visits to demonstrations of modern home and commercial 
laundry machinery are made and the positions open to girls 
in this field are studied. 

Foods 

A study of food is inade under such sub-headings as: 
Production and its relation to economic conditions. 
Composition, digestion, use to the body and preparation. 

No longer is this branch of Home Economics merely cook- 
ing. The actual preparation of food is to this course what 
the experiment in the chemistry laboratory is to a Chem- 
istry course with the exception of one unit which puts em- 
phasis on institutional cookery. A constant and ever present 
ideal is the improvement of home conditions for the better- 
ment of the individual and community. 

Vocationally the girls are led to realize the positions await- 
ing them in this very wide field of opportunity. 

Dietetics 

This course teaches the food values; the balanced meal; 
the proper feeding of the well, the sick and convalescent; and 
the care and feeding of children. It prepares for advanced 
work in hospital training and is invaluable to every girl whether 
she enters the vocational field or the profession of home 
making. 

Household Chemistry 

A very great many processes of the home are dependent 
for their success on a knowledge of their Chemical nature, 
hence, the requirement of a year of Chemistry for every girl 
in the Home Economics Course. 

A term of inorganic chemistry is followed by one largely 
organic in content, and includes such topics as: the carbon 
and nitrogen cycles, analysis of foods, their preservation and 
adulteration; textile chemistry; waters, soaps and laundry; 
the chemistry of leavening, etc. 

Chemical positions open to girls in the world are investi- 
gated such as: 

Textile testers in large department stores. 

Food analysistSw 

Sugar refining chemists. 

Bacteriologists. 

Milk testers, etc. 

53 




54 



Household Physics 

Unfortunately girls are not encouraged to investigate, un- 
derstand or even be curious about the mechanical side of life, 
and consequently the woman who must meet problems in 
plumbing, ventilation, sanitation, heating, lighting, freezing, 
electricity, etc., is hampered by ignorance. A course is of- 
fered to furnish the principles of household physics and is 
taught by a man from the shops or teacher from the physical 
science department. 

Household Management 

This is a valuable summary of all previous work in Home 
Economics with an additional study of the problems relating 
to house planning and construction; interior decorating; house- 
hold accounting and the budget, both family and personal; 
social and civic duties; and the ideals for a true American 
home. 

This is an excellent course for home projects such as the 
superintendence of the remodeling or redecorating of one or 
more rooms of the home; the keeping of a personal budget; 
the checking of bills for family expenses; the care of the flower 
or vegetable garden; the taking entire charge of the house 
cleaning for a given time; the care of a baby for one week or 
longer; a study of the day nurseries of the city; a report on 
opportunities open to girls in the field of home or domestic 
service; a study of the milk supply of the city; these all pro- 
vide opportunities for a broadened outlook in those phases of 
life which make for better communities, better homes, and 
better service in the homes. 

Nursing and Hygiene 

These courses point to the urgent need for knowledge of the 
body and its care by every woman; and for a great number of 
nurses and dietetians to satisfy the increasing demands of our 
hospitals. 

A few of the topics covered in such a course are: 
Anatomy; digestion; absorption. 
Sick room location, furnishing, ventilation, care. 
Disinfectants. 

Circulation; respiration; temperature. 
Personal care; skin; hair, teeth; bath. 
Making beds; changing linen. 
General directions for rendering first aid. 

55 




O 



H 

CO 






O 



0) 



56 



Making bandages; compresses; poultices. 

Burns and scalds, including burns from electricity. 

Treatment for cuts and bruises; hemorrhages. 

Treatment for simple complaints — earache; toothache; 

cramps. 
Treatment for electric shocks; drowning. 

Symptoms and treatment for fainting; epilepsy; apoplexy, 
etc. 

Symptoms and treatment for common infectious diseases 

of children. 
Care and feeding of babies. 

Home economic courses are offered in all our high schools. 




Every Girl Likes Pretty Clothes. 

Nursing 

Our schools now offer courses in Home Nursing and 
Hygiene which are designed to teach personal and household 
hygiene, cause and prevention of disease, general care and 
diet for the sick, care and feeding of children, maternity nurs- 
ing, including parental care, preparation for birth, after care 
and care of the new born baby. 



57 



The future of our nation is dependent on its physical 
strength. School instruction along these lines reaches not only 
the home, but the community at large. Nursing is not alone 
caring for the sick — it is knowing how to keep well. 

Most of the deaths among children are preventable. Intelli- 
gent care of children, the nation's greatest asset, will produce 
a stronger nation, and the course in Nursing and Hygiene is 
offered for this great purpose. 

Instruction in Nursing may be had at Lincoln, Jefferson and 
Los Angeles High Schools. 




For Humanity's Sake. 

Retail Selling 

Education has been very slow^ in recognizing its opportunities 
in the Retail Selling field — due, no doubt, to the fact that 
retail work has always been looked upon as an occupation 
in which anyone could engage without special preparation. 



58 



Business, too, has been just as slow in awakening to the realiza- 
tion that well-trained people could be one of its biggest assets; 
and we still find men, even high executives in stores, who cling 
to the old idea that education not only is no help, but is at 
times even a handicap in the business world. Fortunately, 
however, the progressive merchant today recognizes the advan- 
tage of workers with some knowledge of business principles 
and psychology, and frankly admits that the future success of 
the merchandise business depends upon attracting trained men 
and women for all departments. Retail selling is rapidly 
developing into a profession and as such requires workers with 
technical and systematic knowledge. This profession opens 
the way not only to a livelihood, but to responsible high 
sahiried positions for those with training. 

In general, there are four main sections of store organiza- 
tion, each with its executive and specific positions. These are 
as follows: 

I. Merchandising. 

I . Merchandise Manager. 

2. Assistant or Group Merchandise Manager. 

3. Buyer. 

4. Statistician. 

5. Comparison Shopper. 

6. Designer. 

II. Advertising. 

1 . Advertising Manager. 

2. Artist. 

3. Display Manager. 

4. Window Trimmer. 

III. Service. 

1 . Superintendent. 

2. Personnel Manager. 

3. Employment Manager. 

4. Educational Director. 

5. Welfare Worker. 

6. Research Worker. 

7. Interior Decorator. 

IV. Accounting Section. 

1 . Controller. 

2. Credit Manager. 

3. Head of Auditing Department. 

As merchants throughout the country are coming to realize 
the desirability of the trained worker, large numbers of them 

59 



are entering upon definite plans of co-operation with educa- 
tional institutions, such as high schools, special schools and 
universities, to work out practical methods of giving better 
preparation for store work to boys and girls to fit them as 
intelligent salespeople and as executives and leaders in the 
world of retail selling. The complete co-operation of schools 
and stores is necessary to establish a satisfactory retail selling 
course. The school gives the pupil his theoretical training — 
but his practical experience under actual working conditions 
can be found only in stores. 

At present the majority of students in our classes fill posi- 
tions in department, clothing, grocery, shoe and candy stores, 
and specialty shops. Some have succeeded in getting positions 
for after school and Saturdays. We encourage them to get any 
kind of a job which will afford training in the selling field and 
opportunity of meeting the public. The teacher does "follow^- 
up" w^ork on the job and thus discovers the needs of every 
individual pupil. Stores that are taking advantage of student 
workers are unanimous in their praise. Almost w^ithout excep- 
tion they commend their enthusiasm, alertness and genuine 
interest in their w^ork — factors w^hich mean success in selling. 

As to the specific features of the work in our schools, it is 
very difficult to give the course of study because the work is 
so new^ and has so many possibilities. We must not forget that 
this vocation, though beyond the experimental stage, is still in 
a pioneer stage. We are feeling our w^ay along, trying to de- 
velop the work in a manner satisfactory to the school, the store 
and the pupil. We endeavor to handle retail selling problems 
in a very broad w^ay, realizing how^ varied and extensive the 
field is. Practically anything that pertains to life pertains to 
retail selling; therefore, the question is not what shall w^e take 
up in our Retail Selling course, but rather what can w^e afford to 
leave out. The store is the laboratory; hence much of the 
class w^ork is based on the students' practical experience. In a 
general way the course covers the following main subjects: 

I. Salesmanship — a course in w^hich w^e discuss store prob- 
lems and organization; types of customers and methods of 
handling them; steps in a sale; store system; care of stock. 
We have demonstration sales w^hich are always of great inter- 
est and help to the students. 

II. Textiles and Merchandise Topics. This includes textiles 
and non-textiles — the study of raw materials; methods of 
manufacture; collection, analysis and testing of fabrics studied. 
This phase affords opportunity to give information about the 
stock and to create in students a real love of merchandise. It 

60 



aids them in buying their own clothing wisely and economically. 

III. Hygiene and Physical Education. The aim is to pro- 
mote good health and develop an attractive personality; hence 
stress is placed on correct standing and sitting posture; poise, 
use of voice, personal appearance, etc. 

IV. English — Emphasis is placed on the necessity for cor- 
rect and convincing spoken and written English: vocabulary, 
sentence structure; spelling; punctuation; business letters; use 
of the telephone; talking up merchandise, etc. 

V. Arithmetic — a study of the different features of store 
problems, also personal budgets, cash accounts, ways of saving 
money, etc. 

VI. Color and Design. This treats of the application of 
color and design to their work — such as color combinations; 
appropriate use of colors in dress, furnishings and display of 
merchandise. 

VII. In addition to the above topics, we consider in a sim- 
ple way the economics of retailing; advertising; psychology; 
and commercial geography. 

We are looking forward to the time when our young people 
will have the vision to see successful careers before them in 
the science of retail selling. The training is valuable to them 
in their oersonal life. As one learns to be a better seller he 
learns also to be a more intelligent buyer. Moreover, he is 
compelled to study people and through constant contact with 
them learn the value of consideration of others, courtesy and 
service. He learns how to work with people and at the same 
time how to live w^ith people. He is throw^n on his own re- 
sources and becomes self-reliant. It aids him to develop quick 
and accurate thinking, executive ability, initiative, good judg- 
ment and originality. It is a field in which one has the oppor- 
tunity of using all his talents and powers. 

Business Training, Organization, and Management 

The preparation of this course as presented in the follow^ing 
outline is the result of a gradual development and expansion 
after two years of successful teaching experience. The objects 
sought that justify the existence of the course may be listed as 
follows: To connect the student's knowledge derived from 
the study of other commercial subjects with the nature of 
general business procedure; to initiate other uninformed 
students from the other departments, other than the commer- 
cial, as to the departments of a mercantile organization, their 

61 



function, their correlation, and their interdependence; to nar- 
rate the various principles involved in success and to suggest 
a mode of procedure which will shorten the apprenticeship 
period and will enable the prospective employee to adapt him- 
self more readily to various positions which he may hold. The 
course is to the Commercial Department what a course in 
General Science is to the Science Department. 

In the method of presentation, the instructor assumes the 
position to members of his class similar to the relationship that 
a department head in regular business holds to the employees 
of his department. No class text book is adopted, the Amer- 
ican and System Magazines and business books are used as 
references. The student is directed daily by various assign- 
ments which are prepared in the library; at home from the 
business stories in the magazines, or by special visits or investi- 
gations at original sources. A definite routine is followed. 
Loose leaf note books are prepared, one section is given to 
the filing of the home preparations as given in numerical order 
and designated as "H. P. 1.," etc. (home preparation one), 
the second section contains the preparation of class notes, 
library references, or the reports of field trips, these assign- 
ments are filed similarly by the numbering system as "C. P. I.,' 
etc. Reading or "collateral" cards are prepared by the student 
weekly, the content is obtained from the reading of library 
references on the subject being discussed at that particular 
period ; notes are written on the reverse side, students later 
give brief business talks as a review^. 

The general field of business is covered. There is no un- 
necessary duplication of the subject matter of other commercial 
courses providing one agrees that the calculations in Book- 
keeping are not a duplication of Arithmetic or the English in 
Commercial Law^ is not a repetition of Commercial English; 
likew^ise the study of Sales or of Advertising is not a duplication 
of the tw^o respective courses, but serves well as an introduc- 
tory subject. 

The study of the various commercial subjects are apart, 
each in its respective field; there is a need of instruction to co- 
ordinate the know^ledge gained as a result of the study of these 
various subjects; this later development in the commercial 
curriculum seeks to attain that goal; experience in teaching 
the course proves that the course in Business Training, Organ- 
ization and Management meets the requirements to satisfy the 
need. 

62 



Outline of Course in Business Training, Organization and Man- 
agement as Presented in the Department of Commerce: 
in One of Our Large High Schools 

PART I 

Ch. I. Economic Basis of Business 

Business in Early Times — Attitude towards business — 
Early merchant trade. 

Systems of Production — Family — Handicraft — Domestic 
Factory: Effects of: Division of Labor: of employment. 
Branches of Production — Extractive Industries — Manufac- 
ture — Commerce — Transportation. 

Factors of Production Land — Labor — Capital. 

Natural Factors — Power — Climate — Raw Materials, etc. — 
topographical. 

Ch. II Types of Business Organization 

Single proprietorship — Partnership — Corporation: 
Corporation vs. Partnership; Definition of: 
Creation, Powers. 

Ch. III. Interior Organization 

Chart of organization: Directors. Officers: Duties of : 
Departments: Office — Order — Purchasing — Sales — Adver- 
tising — Credits and Collection — Accounting Traffic. 

Ch. IV. Personality and Efficiency in Business 

Development of: Self-analysis — Principles of Efficiency; 
Application of: Habit formation — Illustration of strong 
personalities — Efficiency Tests; Substitution; Mental Alert- 
ness; Copying Addresses; Knowledge of English; Concen- 
tration ; Memory. 

Ch. V. Obtaining a Position 

Preparation for — applying for position; application blanks; 
employment standards; practice interviews — Principles in 
determining acceptance: Points of observation to aid in pro- 
motion. 

PART II 
Ch. I. Management 

Relation of employer and employee — systems of manage- 
ment: military; functional — Personnel problems: Training, 
welfare and social work; wage question: Time wages: 
Piece rate. 

Manaiger: characteristics of — 

Problems: Harmonizing work; creating human touch; 
speeding up employees; increasing production, sales, etc. 

63 



Ch. II. Office 

Location: Local study — Construction: Light, heat, ventila- 
tion, sound killer. 
Layout: Straight line principles. 

Office Practice — correspondence, incoming madl opening, 
handling, enclosures, cash mail, sorting and classifying, de- 
livering to departments — out going: stenographic work: 
analyzing contents; answering; form letters; copying; appli- 
cations for. 

Folding — Sealing and Stamping — mailing: classification of 
mail matter. 

Filing: Object — equipment — Development of — methods: 
alphabetical, geographical, numerical, topical, chronological 
— Drill in. 

Use of telephone: answering, giving calls — manners: appli- 
ances: study of form illustrations — classification as to use 
in departments — Reference Books: Kinds: 
Drill in asking and obtaining information. 

Ch. III. Accounting and Treasury Department 

Obiect: Purchase, sales, financial records — Interpretation 
in Bookkeeping experience — practice w^ork in filing in busi- 
ness papers — Insurance: value of — Kinds — Process — Rates 
— Problems — Investments: Kinds, security: Returns. 

Ch. IV. Order Department 

Writing — Registering — Analyzing — Copying — Filing. 

Ch. V. Credits and Collection Department 

Importance — creditman's qualifications — obtaining and us- 
ing information. 

Records — collection letters — Thrift. 
Loan associations: Banks, Building companies; Morris plan. 

Ch. VI. Purchasing Department 

Objects — Factors determining — 

Procedure: Requisition; sources of information; classifica- 
tion of information; Problems in discount, follow^ up, dupli- 
cation and distribution of purchase records. 
Receiving: checking, pricing: code system, factors deter- 
mining; storing — inventory taking: annual; perpetual. 
Pricing of inventories. Turnover. 

Ch. VII. Sales Department 

Branch — direct — mail order — 

Kinds of Salesmen: as to location: retail, promoters, pro- 
fessions; as to article sold. 
Qualifications of Salesman: — Physical: Health, dress — 

64 



Educational: Knowledge of fundamentals: Mental In- 
tegrity; poise; attitude; alertness; patience; ambition; initia- 
tive — Social: meeting customers — Preparation: 
Study of department; of goods; of customers; of conditions. 
Kinds of customers: Irresponsible; Discourteous; Disagree- 
able; Lninformed; Radical; conservative; temperamental. 

Process of Sale: Preapproach; approach demonstration; 
closing. 

Rewards: Permanency of position; promotion; controlling 
interest; social status — Department Store manuals; Instruc- 
tions; Training; Employees or store etiquette Routine; 
Policy of house; house organs; bulletins, etc. 

Social athletic organizations. (Introductory to salesman- 
ship course. ) 

Ch. VIII. Advertising Department 

Importance — Study of ads: size, attractiveness: construc- 
tion; unity; arrangement; selection of; rates; problems; value 
of — amateur exercises — ethics of: advertising principles; 
organizations (General insight into department as introduc- 
tion to advertising proper). 

Ch. IX. Traffic Department 

Purpose — Routing — Packing — Shipping: Freight; express; 
parcel post; Records involved. 

Ch. X. Miscellaneous 

Graphs: Purpose of: Kinds Construction; Interpretation, 
collateral cards: purpose; preparation; choice of content; 
Review. 

Special library assignments — Industrial and commercial sur- 
veys and trips. 

Commercial Work 

Aim. — 1 he aim of the Commercial Work as taught in the 
Los Angeles City High Schools is twofold — in the Senior High 
Schools the work is intended to prepare the students for direct 
participation in the business life of the community after gradu- 
ation through technical and practical training in the various 
branches of commercial activity, while in the Junior High 
Schools the main desire is to give the students a knowledge 
of w^hat business life comprises, with the secondary aim of so 
whetting their thirst for further training that they may be per- 
suaded to remain in school for longer and more professional 
study later on. Consideration to the large group who cannot 
or do not finish either course is given by so planning all courses 

65 



that the purely business work and the informational study of 
business conditions are kept parallel in the earlier part of each 
high school course, leaving to the later school years the more 
strictly educational and cultural types of study. The Evening 
High Schools also, through well defined and broadly planned 
short unit courses in technical business subjects, aid materially 
in completing the education and increasing the efficiency of 
this type of student. Thus each kind of student is prepared 
w^ith bread-winning power in accordance with his age and 
capabilities, so that in case he leaves school before graduation 
he w^ill be equipped w^ith ability of w^hich he can make imme- 
diate practical use. 

Branches. — The three great money-earning types of w^ork 
offered in these courses are, in the order of their numerical 
importance. Secretarial Work, Accounting and Merchandising. 
The strictly professional w^ork along these lines is given, of 
course, in the Senior High Schools, but enough of each is per- 
mitted in the Junior High Schools so that a student uncertain 
of his bent may receive enough first-hand information to en- 
able him to direct his choice wisely for advanced study, or may 
be equipped w^ith vocational ability to the extent that his age 
and likelihood of employment will admit. In the Senior High 
Schools supplementary training in such commercial subjects as 
Arithmetic, Penmanship, Law, Geography, Occupations and 
Business Administration are given in addition to the regularly 
required academic w^ork amounting to about seven units of the 
sixteen required for graduation. In tw^o of the larger high 
schools Machine Calculation and Bookkeeping are offered as 
parallel special professional courses ranking in time and credit 
with the three general types mentioned above. 

Methods of Teaching. — In all cases the w^ork in each type 
begins with regular class instruction in the particular subject 
taken. In the case of Stenography (Secretarial Work) and 
Accounting this occupies the first two years of the subject. 
These two years are followed — in the Senior High Schools — by 
one year or more of actual business work either in down-tow^n 
establishments — as in the case of Merchandising — or in the 
Accounting work of the Student Body Organizations, where 
the Accounting students of the larger high schools handle and 
record almost $100,000 per year received and disbursed by 
the Student Body's financial representatives; or — in the case 
of Secretarial students — by acting as secretaries to the busy 
school officials or by conducting a bona fide public stenography 
office where they carry on the varied clerical and secretarial 
tasks the administration of a large institution inevitably de- 
mands. In the larger high schools the Accounting students 

66 



receive an additional year of Advanced Accounting Theory 
after the completion of the practical work, equivalent to Sopho- 
more or Second Year Accounting in a university. 

The Merchandising students begin their practical down- 
town work in their third high school year, w^orking half-days 
or single days per week in stores while studying Merchandising 
theory in regular school classes. The courses in Occupations 
and Business Training and Administration are directly pre- 
paratory to this type of work and give these students particu- 
larly an early insight into the workings of business processes 
and methods, conducing directly to their rapid advancement 
in practical merchandising. 

All this work is socialized insofar as possible by the organi- 
zation of the students by their own initiative into clubs formed 
partly for social purposes and partly for outside study of their 
particular specialty. Thus Law Clubs, Accounting Associa- 
tions, Secretarial Associations, Advertising Clubs, etc., abound 
in all the Senior High Schools. The Advertising Clubs of the 
various high schools are organized further into a City Adver- 
tising Association which has regular meetings and evening pro- 
grams addressed by the leading advertising and merchandising 
experts of the city. 

From the above it will be seen that all branches of profes- 
sional training in the Senior High Schools are taught in emi- 
nently practical ways, with provision made for the students 
receiving long training under careful supervision in the actual 
working of their special line. The administrative features of 
school organization are made to contribute directly to this and 
serve an educational as well as an economic end in that 
almost all the secretarial work done for the numerous officials 
in each school is the work of secretarial students, and all 
moneys received by student body activities must pass through 
the hands and records of the accounting students. 

Courses of Study. — In the actual courses of study the differ- 
ent high schools vary greatly, according to their location, aim 
of organization, size, equipment, etc., but in the main the gen- 
eral scheme contemplates a first year of elementary w^ork 
involving the mechanical essentials of Arithmetic and Pen- 
manship, at least, together with English and some form of 
Science, or perhaps Bookkeeping. At the beginning of their 
second high school year students choose their major subject in 
Commerce, which may be either Accounting, Secretarial Work 
or Merchandising, and which they must carry through the 
remaining high school years. In case Merchandising is chosen, 
an elective subject — usually Typewriting — is taken to fill out 
the course until the third year, when the Store Practice and 
Salesmanship begin. 

67 



During the first two years of the high school course such 
related subjects as Law, Occupations, Business Training and 
Administration, and, in some schools. History of Commerce 
are undertaken, in addition to one academic subject, such as 
English, though in some schools even this is given the commer- 
cial slant, and appears as Business English. During the third 
and fourth years the commercial major subject mentioned 
above is frequently the only commercial subject pursued, 
though such related work as Economic Geography, Civics and, 
for prospective college students. Mathematics appear in the 
courses at this time. It is during these two years that the stu- 
dents receive the practical part of their training, which may 
involve election to some student office requiring financial, 
clerical or stenographic ability, in addition to or separate from 
the actual office work mentioned previously. 

Graduating students from most commercial courses w^ill have 
spent about half their entire high school time in commercial 
work, the remaining half being spent in the domain of Eng- 
lish, History, Science, Mathematics, Shop Work or Agriculture. 
Frequently students of other courses elect one or more com- 
mercial subjects, and as almost every person is in daily con- 
tact with some form of business, these students' participation in 
the business w^ork is actively encouraged. Such subjects as 
Occupations and Business Training and Administration, com- 
pulsory to commercial students, are open to all high school stu- 
dents, and in most schools are required of all vocational stu- 
dents, irrespective of the kind of money-earning pow^er these 
students are acquiring. 

In the Junior High Schools such subjects as Bookkeeping, 
Stenography and Typewriting, etc. — sometimes both — are 
open to students as early as the eighth grade, while Penman- 
ship and Commercial Arithmetic are required of all commer- 
cial students in the ninth year. The Evening High Schools 
offer short unit courses in most technical branches offered in 
the day schools, and as the evening and day standards are the 
same, students w^ho have failed to finish their course in day 
school on account of the need of employment may complete 
their courses in evening school, graduating from these schools 
with the same privileges and honors as the day school students. 

Numerical Proportion of Commercial Work. — The commer- 
cial students in practically all our high schools constitute by far 
the largest single group in these institutions, the proportion in 
some of our large Senior High Schools running as high as forty 
per cent. In scarcely any of the schools is it less than twenty 
per cent, while in some schools, where the commercial work is 
entirely elective, the necessary commercial faculty is as large 

68 



as that of the Enghsh department, whose work is required for 
all students in school for three years. Though the per cent of 
commercial students remaining for graduation is frequently not 
more than half the proportion of commercial students enrolled, 
this is in itself a compliment rather than a disparagement of 
commercial training. This loss to the schools through em- 
ployment of their students furnishes indisputable evidence that 
their early training has rendered them so capable of perform- 
ing business service that the lure of the store or the office, with 
its present income and promise of future advancement, is more 
potent than the happy though restricted atmosphere of the 
school. 

School Specialties. — Although the various high schools have 
much in common in their commercial work, yet withal they 
differ so much in their aims that a great variety of special fea- 
tures in various schools results. Thus Manual Arts and Poly- 
technic High Schools emphasize particularly special speed 
courses for adults and high school graduates, permitting stu- 
dents of mature years or definite aims to complete the entire 
Accounting or Secretarial Course in five months of continuous 
daily work. in Manual Arts also are courses permitting ad- 
vanced students to complete such courses in half the regular 
time, at the same time taking two or three other high school 
subjects. The above schools are unique as well in offering 
complete professional courses of Machine Calculation and Ma 
chine Bookkeeping, though other schools frequently offer some 
training in this work as part of their practical office training. 
Jerfferson and Lincoln High Schools, being mainly vocational 
schools, offer intensive work, secretarial and accounting, to 
younger students in the earlier high school years. In the Los 
Angeles High School commercial work is mainly comple 
mentary to or alternative with the classical work for which that 
school is notable, while in Hollyw^ood the legal, geographic 
and administrative phases of commerce are emphasized above 
the technical or clerical. in the San Fernando Valley schools, 
featuring Agriculture, special courses in Farm Accounting are 
offered, and in the Harbor schools work preparatory to world 
commerce and foreign trade is featured. 

Summary. — From the above it can be seen that the Los An- 
geles high schools are endeavoring to touch the commercial life 
of their community at all points, and through the major sub- 
jects of Accounting, Secretarial Work and Merchandising sup- 
ply their students with professional training adapted to the type 
of livelihood most in line with their aptitudes and the demand 
of the local market for commercial service. They are not 
bound to this type of work exclusively, however, and through 

69 



the related geographical, economic, legal and mathematical 
branches in connection with the required academic work de- 
manded of all students, are offering a general and cultural com- 
mercial education well worth while even if unaccompanied by 
technical instruction. The Junior High Schools are discovering 
and testing the aptitudes of prospective business men and 
women at so early an age that errors of choice or misdirected 
ambitions can be corrected before serious loss of time or effort 
has occurred. Through the short unit, intensive special courses 
for young and old in the Senior High Schools, and the many 
lines offered in the numerous Evening High Schools, the prob- 
lem of adult education is being met as fully as possible and 
the great popularity of these courses in recent years has attested 
to the success with which they are meeting this vital though 
long neglected obligation. 

The Related Subjects 

Vocational Training cannot reach a high degree of efficiency 
unless it includes such information as related mathematics, 
drawing and science. The machine shop w^orker w^ould be at 
sea if he did not understand blueprints, for practically all infor- 
mation and instruction that come to him are in the form of blue 
prints. Blue print reading then, would appear to be an essen- 
tial in the training of a machinist. The pattern w^orker and 
the sheet metal w^orker usually draft their own patterns. They 
must therefore, be able to draw. Regular mechanical draw^- 
ing instruction would be valuable to them, but related drawing 
is what they need most. In other words, the kind of draw^- 
ing needed is the sort that w^ill help the w^orker in his chosen 
trade. 

Various trades require considerable adaptation in related 
mathematics. The machinist trade is especially rich in 
mathematical content. Arithmetic assumes a new^ significance 
to the boy w^hen its fundamental processes are applied to 
chucks, clamps, wrenches, V-blocks, etc. Making out bills 
and finding the cost of a finished product when material, labor, 
etc., are all considered, are immediate problems of interest and 
importance to the learner. 

While the boy is giving his attention on how^ to do his work, 
he often asks himself w^hy should certain results follow^ cer- 
tain operations. In other w^ords, he delves into the science of 
the job. He is constantly struck with the "Why" of the thing. 
For instance, the boy w^ishes to know^ w^hy brass tubes are used 
in an auto radiator rather than iron tubes. Why air is mixed 
with gasoline vapor in a carburetor, etc. It therefore becomes 
a part of vocational instruction to supply the related Science 
that goes with the job. 

70 



The vocational student should be able to organize his 
thoughts into definite and clearly understood statements. By 
this is meant that they should have a good command of English, 
more particularly the kind that will be helpful to him in his 
chosen occupation. Applied English, therefore, should con- 
stitute a part of the vocational program. 

Supplemental to the vocational training there should be 
training for citizenship. The duties of Citizenship should be 
made unmistakably clear and sacred to all those entering the 
fields of occupations. it is here that the enemies of society 
and government are occasionably found. Our students must 
be trained and ready to protect the society of which they are 
a part. 

Industrial Mathematics 

Vocational training under the Smith-Hughes Act began in 
the schools of Los Angeles, about four years ago. At the same 
time, the attempt was made to offer courses in the supplemental 
subjects and during the intervening time no little thought has 
been given by many teachers to the formation of courses of 
study for the pupils who elect to follow the work prescribed by 
the courses of the shop. In no one of the supplemental sub- 
jects has this been more true than that of industrial mathe- 
matics. In many respects the work has been difficult. The 
work, for the most part, had to be handled by the regular 
teachers of the high school, many of whom knew little or noth- 
ing of the needs of the shop, so they were forced to feel 
their way in true pioneer fashion, adding or discarding mate- 
rial as experience dictated. The pupils came into the classes 
with so widely differing preparations that difficulty w^as ex- 
perienced in finding any common levels on which they might 
work. It was no uncommon experience to have in the same 
class, boys with three years of high school mathematics, and 
those who had done only the arithmetic of the sixth grade, 
and that two or three years ago. The difficulty was further 
intensified by attempting to segregate the pupils according to 
trades. 

After experiment, the plan adopted was to offer to all 
pupils, a course which begins with the simplest fundamentals 
of arithmatic. and gradually approaches the complex formulas 
required in actual shop practice. The special emphasis re- 
quired by any trade being left to the trade instructor as the 
need arises. 

Throughout the four terms into which the work has been 
divided, the thought in mind has been the needs of the pupils 
as they are determined by the demands of his trade. No 
attempt has been made to teach more than the simplest ele- 

71 



ments of mathematical theory, the emphasis being placed on the 
practical application of the formulas to the problems of the 
shop. Therefore, much subject matter ordinarily considered 
necessary has been eliminated. 

The first semester offers a review of the principles of simple 
arithmetic, including fractions, decimals, percentage, square 
root, and ratio and proportion; the second, the principles of 
algebra essential to the solution of the equation (the formula) ; 
the third, the application of the formula to the geometry and 
trigonometry of the shop; the fourth, the study of the prin- 
ciples of the simple machines and their application to the 
machines of the shops. 

In the field of industrial mathematics, few suitable text 
books have been available and the instructor has been forced to 
offer w^ork in some form of his ow^n devising. One of the most 
satisfactory plans has been the giving of the w^ork on mimeo- 
graphed sheets. These are given the pupil as rapidly as he can 
handle them, careful check being made by the teacher on 
accuracy, neatness and speed. In the end, the sheets are filed 
in a cover kept for the purpose, the result being a reference 
book of value. 

The plan has advantages and some draw^backs. The teacher 
w^ill find the w^ork more difficult than in ordinary classes, 
w^here a text book is used. The continuous checking of prob- 
lems becomes cumbersome and the fact that the pupils w^ork at 
so many levels, necessitates much individual instruction that 
w^ill probably become monotonous to the teacher accustomed 
to class instruction. On the other hand, the pupil may w^ork 
as fast as he will, even to the extent of two semesters in one; 
a pupil entering late can readily catch up with the average, and 
best of all the instruction is largely individual. 

On the w^hole, the plan w^orks w^ell for the type of w^ork for 
which it is intended, the boys themselves voting that it has 
the old text book method beaten and requesting that "we stay 
with it." 

Vocational Science 

Vocational Science must be taught so that it will enable 
the pupil to apply science principles to the problems of trade 
or industry. The vocational teacher must teach science not 
for the sake of science primarily, but he must teach science for 
the sake of industry. 

Vocational Science must of necessity draw, more or less, 
from many of the sciences, physics, chemistry, biology, gen- 
eral science, but systematic study of any one as a pure science 
is not necessary and not desirable. A thorough study of many 
fundamental principles of science is vital to the understanding 
of the practical problem of industry. 

72 



Selection and Application 

The field of science is so large and with all so rich in 
material that the problem of the vocational science teacher, 
becomes a problem of selection and application. 

He should select wisely from the large field, the subjects that 
come vitally in touch with the student's activity and help him 
to understand the principles that apply to his own problem. 

Principles and Problems 

As far as possible the study of scientific principles should 
be made at the time the pupil is confronted with the practical 
problem to which they apply. We must not, however, confine 
our attention to present problems only. In the nature of the 
case only, a very small number of the actual problems of the 
shop will confront the pupil during the short time of any course. 
The pupil should have an active scientific solution of all the 
common problems that are liable to come in his course. 




Application of Mathematics and Science. 

Scientific Attack 

The pupil should: 

(a) Be able to follow clear directions. 

(b) To detect any small changes. 



73 



(c) To reason from the very small to the large. 

(d) To judge accurately of results. 

(e) To reach accurate conclusions and to state them 

clearly. 

(f) To write out in clear, vigorous English the results 

of this observation. 
If this power as above listed, is developed, the pupil will 
have initiative, be resourceful, and will not be afraid to tackle 
any problem. 

A Course in English 
For Vocational High School Students 

The aims are: 

1 . To give a working knowledge of the mother tongue, 
both oral and written. 

2. To learn how to organize thought into definite state- 
ments concerning the paramount interests of the student — 
vocational or avocational. The English department does not 
aim to offer instruction in shop theory or practice. That 
work is done by the competent instructors of shop w^ork, hired 
because of their ability in their specialties. The English depart- 
ment teaches students to express their information in its rela- 
tion w^ith the world. 

3. To broaden the horizon by introducing students to the 
best in literature, thereby providing for their leisure hours, 
showing them what others have thought and recorded, and 
giving them a common meeting ground with men and women 
of any craft or employment. 

4. The course is so planned that a vocational student com- 
pleting the ninth grade Vocational English may fit into the 
regular w^ork w^ithout loss of time or credit. The work in 
Citizenship and Democracy may be substituted for the regular 
English work of the tenth grade. In the first half of the 
eleventh year the vocational students are again given instruc- 
tion in separate classes. In the second half they are made to 
fit into the regular classes, as they must likew^ise do in their 
other w^ork, if they are to receive a diploma of graduation. 

Rooms for recitation w^ork of such classes should afford a 
maximum of blackboard space. If possible, there should be 
chairs and tables or desks rather than regulation school desks, 
allowing greater freedom of motion. 

It is not often practicable to segregate the classes strictly 
according to vocations. So, for the purpose of project work 

74 



and technical reports, it is better to ally them. For instance: 

1. Trade Art (which has both boys and girls) works in 
with Vocational Sewing (all girls). 

3. Auto shop and electricity, or auto shop and machine 
shop, or machine shop and pattern making work well together. 

4. Electricity and agriculture have more in common than 
would at first seem. 

The students thus learn a life lesson that no w^ork is com- 
plete in itself: it must serve as a part of the whole. As for com- 
bined classes, i. e., boys and girls together, if the interests can 
be made common to both, the influence is often refining and 
mentally stimulating in affording competition, in the lower 
grades at least. 

The following represents a lerm*s work in Ninth Grade 
Vocational English as given in Lincoln High School 

1. Word Study and Spelling (continued I period per week). 

II. Reading (gives place to oral composition "How to 

to Make. How to Do," based on trade or vocation). 

MI. Usage. Ten weeks, with one period per week for oral 
composition (continued with greater emphasis, three 
periods per week; grammar, punctuation, letter w^riting). 
"Davis* Practical Exercises" offers valuable practice. 

IV. Literature. Five weeks. (Studied more intensively and 
discussed more technically in class study. A wider range 
is given the student in his choice of outside reading. Only 
four reports are required, and two of these may be oral, 
but always following suggestions as given in outlines for 
the different types of books.) 

1. Drama. Shakespeare — As You Like It, or Twelfth 
Night, or Midsummer Night's Dream, or Peabody — the 
Piper, or Knoblauch — My Lady's Dress, or Zans^will — 
"The Melting Pot." 

2. Short Stories. There are many excellent collections for 
high school use. 

3. Poetry. Teter — One Hundred Narrative Poems. Gay- 
ley and Flaherty — Poetry of the People (Revised). 
For outside reading, books listed in B9 may be read, 
but reports should be according to advanced form. 

75 



1 . Oral review of a play or accepted cinema. Preferably 
modern one act. 

2. Written review of a short story. Suggested authors are 
Allen, Andrews, Aldrich, Barrie, Brown, Cable, De- 
land, Doyle, Davis, Foote, Gale, O. Henry, Harris, 
Hawthorne, Johnson, Kelley, London, Page, Poe, Rine- 
hart, Robertson, Stevenson, Stockton, Smith, Stuart, 
Wilkins and Harte. 

3. Review of a poem. 

4. Magazine Report. Oral. Trade Journal. (May be 
substituted for one other.) 

5. Technical Report. Project method — written, illus- 
trated if possible. Based on books given in Group X, 
Vocational B9. 

V. Projects. Specific assignments depend upon the student 
and the trade studied. Many books and magazines are 
consulted on some one line. Objective illustrations are 
sought, such as pictures, advertisements, articles, processes 
of construction, etc. This work is done w^ith the co-opera- 
tion of the shop instructor. 

Some suggested topics for Projects and Technical Reports 
are: 

A. Agriculture — 1. The tractor. 2. Rotation of crops. 

3. Analysis of soils, methods, value. 4. Use of elec- 
tricity on the farm. 5. Breeding and points of breed. 

6. The farm an economic necessity. 

B. Art — 1. The development of the alphabet. 2. His- 
torical periods and effect upon art and architecture. 
3. Practical application of art: to dress, to homes, to 
building. 4. Methods of dying. 5. Mediums used, 
paint, charcoal, etc. ; their manufacture. 

C. Auto Shop — 1. Development of transportation. 2. 
economic effect of automobile. 3. Construction of 
automobiles. 4. Part played in late war by automo- 
biles. 5. Different types of power. 6. The produc- 
tion of gasoline and oil. 

D. Cabinet Making — 1. Period furniture. 2. Methods of 
finishing. 3. Forestry, necessity for protection. 4. 
Woods: how to recognize them, their particular quality 
and values. 5. Interior decoration. 

76 



E. Draughting — 1. Effect of historical periods on archi- 
tecture. 2. Relation of mathematics to draughting. 
3. Relation of draughting to other industries. 

F. Electricity — 1. Life of Edison, of Morse, of Marconi, 
of Bell. Evolution of lighting systems. Development 
and use of electricity for power. Use of electricity for 
heating purposes. The telephone, the telegraph, wire- 
less, use of electricity for the farm, in the home, the 
development of the dynamo, etc. 

G. Machine Shop — 1. Manufacture of iron, of steel, of 
brass. 2. Welding: acetylene, electrical. 3. Inven- 
tions and inventors. 4. Economic value of machinery: 
(a) Small tools vs. Machinery; (b) Man power vs. 
Machinery. 5. A visit to a well-equipped machine 
shop. 

H. Pattern Making — 1. Relation to other crafts. 2. Ship- 
building. 

I. Printing — 1. History of the alphabet. 2. History of 
printing. 3. Development of printing press. 4. Paper, 
manufacture of. 5. Development of linotype. 6. A 
visit to a large daily paper, showing economic value of 
printing. 

J. Sewing — Lace — kinds and manufacture. Periods, ef- 
fect upon costuming. Relation of art to dress. Fabrics. 
Opportunities afforded by trade. Development of 
sewing as a craft. Invention of needles, pins, thimbles, 
sewing machines. 

K. Sheet Metal — 1. Relation of sheet metal to automo- 
biles. 2. Finishes — Lacquers, enamels, paints, etc. 
3. Relation of sheet metal to architecture. 4. Histor- 
ical origin of conventional forms of cornices, etc. ; influ- 
ence of Greek, etc. 5. Manufacture of tin, zinc, iron, 
lead, solder. 6. Mining. 7. Properties of metals, of 
acids. 8. Relation of sheet metal to farming. 

Citizenship and Democracy 

(Tenth Grade) 

Aim: The aim of the instruction in citizenship is to develop 
the boy and girl in the practice of good citizenship. 

L To point out to the boy and girl better uses for leisure 
time. 

77 



2. To aid in the wise selection of moral principles for stand- 
ards of conduct. 

3. To establish economic habits necessary for efficiency in 
production and in citizenship. 

4. To acquaint the boy and girl with the principles rather 
than with the machinery of our democracy. 

5. To direct the boy and girl in thinking intelligently and 
in forming judgments based upon facts. 

6. To get the boy and girl to look at civic relationships from 
the point of view^ of responsibilities rather than of rights. 

Materials: 

I. Citizenship BIO: (a) Texts used by every student — 
Hughes Community Civics, The Independent (New 
York (10-15 issues). (b) Texts used by all who can 
be encouraged to do so — Daily papers, current maga- 
zines, good books in home, school and public libraries. 

II. Democracy AlO: (a) Texts used by every student — 
Tufts The Real Business of Living, The Outlook (New 
York) (10-15 issues), Greenlaw^'s Democracy. (b) 
Texts used by all w^ho can be encouraged to do so — 
Daily papers, current magazines, good books in home, 
school and public libraries. . 

Methods : 

(a) Principles on w^hich based: 1. A "pulling out" process 
rather than a "pouring in" process. 2. The use of cases, 
illustrative of economic and political citizenship, selected 
from the experiences of the boys and girls. 3. Each boy 
and girl is a citizen now w^ith many opportunities daily to 
practice good citizenship. 

(b) As used in the class room: I. Printed or mimeographed 
lesson sheets have been found the most effective means 
of developing the thinking pow^er of the boys and girls. 
These sheets contain questions, facts and supplementary 
material of value in promoting better citizenship. The 
advantages of these lesson plans are numerous: They 
give concrete problems w^ith w^hich to work; they sus- 
tain interest by constant change and development; they 
permit the boy and girl to choose somewhat the content 
of his day's lesson and he knows when he has finished it; 
they permit the use of individual standards in grading, 
encourage the boy and girl to do better work, and take 

78 



care of the dull as well as of the bright pupil ; they enable 
the teacher to talk less and yet accomplish more since 
something tangible is left in the hands of each student; 
they help to tie together group discussions. II. Written. 
Each day the student writes on at least four questions. 
Usually two of the questions are specified by the teacher, 
the other two being left to the student's choice. He is 
also encouraged to answer additional questions for 
added credit or the "make-up" work. This gives the 
student a daily test of his ability to think, to make us; 
of his reading, experience and observation, to use the 
facts and principles gained from group discussions and 
from previous study, and to express his thinking clearly. 
Part of the 45-minute period is allowed the student for 
doing this work. ill. Oral. The mimeograph lesson- 
sheet serves as the starting point for this w^ork and at 
once centers the attention of the group on a given ques- 
tion, principle or lesson. The aim is to have the student 
talk to the class rather than "recite" to the teacher. 
The practice thus gained in thinking, in speaking and in 
making himself understood by others is especially worth 
while for the boy or girl in vocational work. 

(c) As used in the school. A plan is being developed for 
giving recognition to the fact that citizenship is not a 
one-period subject, but an all-day, every-day matter. 
The plan calls for reports on the student's practice of 
good citizenship in his other classes and school activities. 
These reports will be taken into account when making 
the grade for the semester. The members of the class 
agree that such a plan will be a means of promoting 
better citizenship. 

(d) Conclusion. TTie "recitation" hour, through the com- 
bination of written and oral work with the resulting op- 
portunity for the teacher to give individual help, be- 
comes a workshop period that promotes the attainment 
of the aim of the course. 

Sample Lesson Sheets 
Democracy 

What attitude shall the government take towards private 
business? Study Tufts, pp. 228-233. 

A. During the Middle Ages and to the 1 7th century. 

B. 1066-1890. The Policy of Let Alone. 

1. Questions for discussion: (a) What are the big ideas 
given in Adam Smith's "Wealth of Nations"? Impor- 

79 



tance? (b) Was the policy of let alone popular with 
the people during the 18th century? Give as many 
reasons as you can. (c) Is government a servant or a 
tyrant? Five reasons. (d) What arguments were used 
by Adam Smith and his followers to prove that the nation 
would prosper most if each fellow looked out for him- 
self, (e) Is the let alone policy out of date for use at 
present and in the future? Why? (f) Do you believe 
in these theories of Adam Smith? 

2. Conclusions: (a) Do you believe that personal liberty 
and competition are all that we need today to secure 
justice and public welfare? Use 50 words. (b) Would 
the economic problems of today be solved successfully 
if we applied the theories of Adam Smith? 

Citizenship 

How Our Government Get and Spend Money (Study 
Hughes, pp. 300-303). 

1 . Do you believe that a fellow should learn how to spend 
money as w^ell as how^ to earn it? Why? Five Reasons. 
What is there to learn about how to spend money? Can 
you suggest some of the principles a fellow^ should 
follow? 

2. What is the general property tax? Is it satisfactory? 
Why? 

3. What is the single tax? Give at least two arguments for 
and tw^o against it. 

4. Should city, county, state and national governments draw^ 
upon the same sources to get money? Why? 

5. Which is more important, a w^ise and efficient system of 
spending public money or a wise and efficient system of 
getting the money through taxation? Explain. 

6. Should w^e object to high taxes? Five reasons. 

7. How^ does the purchasing power of our money when 
spent for taxes compare with its purchasing pow^er w^hen 
spent for other things? Conclusions? 

Occupations 

The study of occupations in the Los Angeles City Schools 
holds an unquestioned place in the Junior High School curricu- 
lum, but the hours per w^eek and the particular term in which 
the w^ork is required still vary somew^hat. In most schools, 

80 



however. Occupations is a two-hour subject for one semester 
and is given in the lower eighth grade. 

The subject matter also varies considerably as does the 
method of presentation, but in general there is an effort on the 
part of the teacher to induce each child to think about the 
work and workers of the world and to make more definite the 
somewhat vague longings for a place in the industrial, business 
or professional group. Some teachers rely largely on the in- 
formation they are able to draw out of the experiences of the 
members of each class, others lean rather heavily upon what 
may be found in the adopted text book (Giles Vocational 
Civics), still others attempt to impart information gathered 
by Saturday trips of investigation. Most of the teachers ap- 
parently use all of these methods in gathering information. 
Monthly conferences of all the occupations teachers of the 
Junior High Schools have led to a very helpful exchange of in- 
formation and of methods of presentation. 

In most of the schools some note book work is required, a 
term paper on some particular occupation investigated by the 
pupil, at least one magazine, and one book report are insisted 
upon. 

The occupations teachers feel that two hours per week for 
one semester only is not enough time to devote to this im- 
portant subject, but the curriculum is so crowded that the time 
allotted has not been increased. 

The Board of Education has felt the importance of giving 
children during this formative stage of development true and 
definite information regarding work, wages, and opportunities 
in and around Los Angeles at the present time; and, in order 
to secure this information, has appointed from the group of 
occupations teachers, one teacher to gather data during the 
summer for the benefit of all the teachers the following semes- 
ters. This teacher is known as the temporary occupational 
coordinator, and is paid for making the survey at the same 
rate as his regular day school teaching salary. 

Special Cooperat've Classes for the Training of Adults 

During the past year a scheme of cooperative Training has 
been introduced in Los Angeles in which the Industries of the 
City, the Chamber of Commerce and the Board of Education 
are taking an active part. In this training, the Industries fur- 
nish the equipment and most of the supplies, the Board of 
Education furnishes the instruction and needed buildings, w^hile 
the Chamber of Commerce, through which this movement 
w^as made possible, cares for the publicity and any other service 
necessary for successful Vocational Training. 

81 




82 



Four cooperative classes were organized during the year 
1 920-2 I . Two in Power Sewing Machine Operation, in which 
the Garment Manufacturers of Los Angeles furnished all ma- 
chines and materials, such as cloth, thread, etc. The Board of 
Education rented a building for this purpose and furnished 
light, heat and instruction. Over 600 women were trained 
during the year, most of whom received employment in the 
garment factories or went into business for themselves. 

A third class was organized for Painters. The Board of 
Education turned over a whole school building for this purpose 
and employed the very best man available from the trades as 
instructor. This work is both trade preparatory and trade 
extension. Men following the Painting trade added materially 
to their wages since taking this training. The Master Painters 
and Paint Dealers furnished most of the paints and other 
material for the work. 

A fourth cooperative class was organized for Laundry w^ork- 
ers. This work is mostly trade preparatory, the training pre- 
paring for the work in the Marketing and Distributing Depart- 
ments. The Crown Laundry, under the management of Mr. 
Stevens, has turned over its entire plant for two hours a day for 
this instruction. Mr. Cooley, Superintendent of the Crown 
Laundry, was made instructor. 

For information concerning these cooperative classes, apply 
at the Department of Vocational Education, 451 N. Hill Street, 
or phone 15 167. 

Course for Adults in Power Sewing Machine Operation 

(Single Needle Machine) 
Lessons: 

1. (a) Mechanical use of machine. 

(b) Stitching without thread, getting accustomed to 
treadle and power. 

2. (a) Threading machine and bobbin. 

(b) Placing bobbin. 

(c) Correct placement of threads (upper and under) 
to commence stitching. 

3. Use of knee lift. 

4. Correct placement and holding material. 

5. Stitching short lengths ( 1 2 to 15 inches). 

(a) Striped material. 

(b) Plain material. 

6. Correct way of removing work from machine. 

(a) Position of threads. 

(b) Use of knee lift. 

83 



(c) Breaking threads. 

(d) Cutting threads. 

7. Winding bobbins and use of transmitter, 

8. Backstitching or stay stitch. 

9. Turning hems without hemmer. 

1 in. hem, Ya ii^- hem, |/2 in. hem. 

1 0. Making a simple article requiring straight stitching only. 

1 1. Stitching short lengths; 1 in., Yl iri- 

1 2. Names of parts of machine (head, wheel, take up, ten- 
sion, foot, needle). 

1 3. Use of tension. 

14. Adjusting tension to suit material and thread. 

15. Cleaning and oiling machines. Removing belt (danger 
in). 

1 6. Turning square corner. 

(a) Position of needle. 

(b) Use of knee lift in turning corner. 
1 7. Stitching a circle. 

1 8. Turning a round corner. 

19. Kinds of seams (practice). 

(a) Raw. 

(b) French. 

(c) Flat felled. 

20. Shirring without attachment. 

2 1 . Name and use of attachments. 

(a) Hemmer. 

(b) Ruffler. 

(c) Binder. 

(d) Gauge. 

(e) Hemmer foot. 

(f) Shirring foot. 

22. Using hemmer attachment. 

23. Using hemmer foot. 

24. Using ruffler. 

25. Using shirring foot. 

26. Using binder. 

27. Using gauge. 

28. Continued lessons in proper holding of material. 

29. Lessons in joining of material (Bias and straight edge). 

30. Setting sleeves. 

(a) French seam. 

(b) Flat felled. 

3 1 . Handling to save time. 

32. Counting, stocking, etc. 

33. Demonstrating speed, handling, etc. 

84 



2 





0! 




85 



The Universal Need for Painting and Decorating 

"When we look around us we are impressed with the fact 
that nearly everything we see is covered with paints, stains or 
varnishes. The trade of Painting and Decorating embraces in 
its scope all the beautiful hardwood finishing we observe, and 
frequently its restoration; all the beautiful interior decorative 
and similar work we find in public edifices; all the exterior 
coating of the millions of dwellings and other structures. 

If by some catastrophe we w^ere to be deprived of paints 
and varnishes, a large percentage of our wonderful public build- 
ings w^ould gradually fall into decay. The beautiful National 
Capitol at Washington is carefully preserved through repaint- 
ing every three years, otherwise its crow^ning glory, the dome, 
which is of iron construction, would soon succumb to the dead- 
ly corroding effects of the elements. The entire inside of the 
dome is decorated in paints by Painter Brumidi." 

The rapid growth of Los Angeles as evidenced by its great 
building record and its many elaborate and expensive new 
homes, emphasizes the need of painters and decorators in great 
numbers. It is generally recognized that there is a great scar- 
city of skilled painters in this city. The special classes are 
organized to, in a measure, supply this demand. 

For further information and special literature, apply at the 
office of the Vocational Director, 45 1 N. Hill St. Phone 
15167. 

Prevocational Courses in the Junior High Schools 

It is unnecessary to review^ the purposes of the Junior High 
School for professional readers in the Los Angeles system, 
where this new^ type of school was nurtured in its infancy and 
has been ever since carefully tended and developed. It may 
be desirable, however, to remind ourselves that these schools 
throughout the country are trying to meet their peculiar prob- 
lems by new^ and varying devices. These peculiar problems 
arise out of the grouping together of boys and girls who are 
no longer just children and w^ho, nevertheless, have not yet 
arrived at the state of young manhood and w^omanhood. At 
this period of their lives, they are not content to continue to 
receive w^hatever a teacher and a book may have to offer, but, 
on the other hand, they have not the judgment to observe care- 
fully and act upon their observations with discretion. They are, 
in fact, beginning to look abroad upon the world and see 
what it offers for them in the w^ay of a life career. 

Those w^ho have worked w^ith the children of the Junior 
High School have felt peculiarly the need of guiding and help- 
ing them, but at the same time have feared that this guidance 

86 



might easily become the domination of the ideas or even preju- 
dices of the one or two persons charged with this responsi- 
bihty. It is for this reason that it has seemed necessary to 
develop the course of study in such a way that the students 
would have placed before them such information and op- 
portunity for exploration that they may judge, in at least a 
small measure, of the desirability of certain things for them- 
selves, this desirability being determined partly by their own 
satisfaction in what they have discovered and partly by the 
world's judgment of its worth. In order to meet the require- 
ment of presenting prevocational information to students, 
courses dealing with occupations have been introduced at a 
point in the course of study where it will be of most benefit 
in helping the child select his electives intelligently and so 
determine in some measure his future course of study and 
therefore his preparation for life. 

It is the purpose of these classes to give the students as 
fullv as possible a few of the leading types of occupations, in- 
cluding business, industry, and the professions. As far as 
possible this is worked out in particular for Los Angeles and 
vicirity. It is not the purpose of this w^ork, however, to bring 
about a definite decision upon the part of the pupil as to w^hat 
shall be his lifework. This is rather a prevocational oppor- 
tunity, helping him to survey the field of the worlds activi- 
ties as fully as he is able in the seventh or eighth grade. 

The work mentioned in the foregoing paragraph must 
necessarily be limited and more or less academic. It does not 
provide much opportunity for the child to exercise himself 
in a variety of activities or to undergo a number of experi- 
ences of different types which might assist him in determin- 
ing his own fitness for some one thing which would be typical 
of a group of occupations. It was hoped when the Junior High 
Schools were first organized that the presentation to the stu- 
dent of a number of courses of study, possibly amounting to 
five or six. and a number of electives within each course of 
study would provide opportunity for diversified experience 
and explorative activity which this type of school w^as ex- 
pected to bring to the educational world. As a matter of 
fact, the choosing of one course of study from among several 
does not constitute experience in the severaL In like man- 
ner, the choosing of one elective from a group of electives gives 
no opportunity for exploration in the whole group. Further- 
more, the whole pressure of the administration of schools 
where several courses are offered with electives within each 
course is to have the child continue with the course which he be- 
gins and to continue the elective which he begins. This pres- 

87 



sure comes not only from the school, but from the home and 
from society in general because it is generally felt that shift- 
ing from course to course and subject to subject is a loss of 
time. Moreover, the child feels that by stopping an elective 
at the end of a year he is admitting failure and is dropping be- 
hind in the race toward the goal of graduation. Since, too, 
most of the electives lead directly to high school courses in the 
same or similar subjects, it has seemed desirable to pursue 
the elective begun until the Senior High School has been en- 
tered. 

To meet a situation containing these difficulties has involved 
a deal of investigation and careful thought. In the first place, 
it is difficult to shift from courses vv^hich have been organized 
and administered carefully for years to some of a different 
type. In the second place, the arranging of courses which 
would involve for each student any considerable variety of 
subjects means breaking aw^ay from the traditional hard and 
fast year units w^hich are so dear to the hearts of most of 
us. In the third place, it is a very genuine difficulty to find 
teachers w^ho can w^ith a group of pupils shift easily and fre- 
quently from one subject to another to the continued advan- 
tage of the pupils. In the fourth place, if these short units 
are to involve manual subjects, it means that considerable 
money must be put into equipment. In the fifth place, w^ith 
schools as crow^ded as they have been in the past tw^o years, 
and w^ith no relief yet afforded, the difficulty of finding room 
for additional equipment has been very acute. Sixth, the in- 
terests of pupils in schools located in entirely different parts 
of the city are so diverse that the program of w^ork planned 
for one school w^ill not meet the needs of others. 

The first point of attack and of departure was the tradi- 
tional course in w^oodwork. Formerly, every boy was required 
to fit himself into this one straight jacket throughout the three 
years, no matter w^hat his other interests. It w^as felt for years 
that the boys' were overfed on this one sort of thing and lost 
interest so completely, in fact, that when they arrived at the 
Senior High School, they had no more use for this type of 
w^ork and the result was that the w^oodw^ork courses in the 
Senior High School were dwindling away very fast. The ob- 
vious thing was to cut down the amount of woodwork given 
and to add such other shop units as could be organized. 

One school has organized shop units for boys in cement 
and concrete work, simple electrical wiring and battery work, 
forge work, wood work, sheet metal work, and household me- 
chanics. A certain amount of reed work is incidental to the 
woodwork. The term "household mechanics" includes such 

88 



ordinary mending and repairing as a householder is called 
upon to do. Students are encouraged to bring bits of repair- 
ing from home to do at school. They are taught to use a sold- 
ering iron and to make small plumbing and glazing repairs. 
Another school is at present organizing units in shoe repairing, 
sheet metal work, printing, reed work, w^oodwork, and elec- 
trical work. The printing and reed work are open to girls as 
well as boys. This same school has organized a very unique 
prevocational class for girls in which the aim is to give the 
girls as great a variety of preparation for home making as 
possible, including even the raising of flowers and vegetables. 
In this connection, it must be pointed out that printing is one of 
the lines of work in which ten weeks is so short as to be of lit- 
tle value. This unit may have to be extended in all of the 
schools which are offering the work to at least one year. It 
is quite possible that as the plans work out, everyone will not 
be required to do this work. The work, however, has such 
fine values for other than vocational purposes that as many as 
possible are being directed to it. 

Another school is beginning with a semester of woodwork 
and is following this up with ten-week units in sheet metal, 
household plumbing, elementary electricity, automobile work, 
cement work, and printing. 

it must not be thought that only the subjects which are 
peculiarly shop subjects are being organized upon this basis. 
One of the schools has organized prevocational units for boys 
in typewriting, printing, mechanical drawing, agriculture, sheet 
metal, applied science and woodwork and for the girls in type- 
writing, agriculture, cooking, sewing, freehand drawing, milli- 
nery and art metal work. 

Still another school, somewhat limited as yet in equipment, 
has in addition to its woodwork and home mechanics classes 
in agriculture to which are sent the best r.nd the poorest from 
the woodwork class, the former because they have finished 
practically all the necessary work, the latter because it is 
hoped they may be saved by giving them work out in the open. 

In summing up the work as thus far organized and planned, 
we are struck with the fact that much more has been done 
for the boys than for the girls, possibly because that was the 
line of least resistance. Principals report that instead of the 
lethargy and indifference so often seen before, students are 
keen to make the most of the ten weeks which they have be- 
cause they know that they may not come back to that particu- 
lar line of work. The attitude of principals can be best sum- 
med up in the comment of one principal who said that he felt 
it was the best thing which he had undertaken in years. 

€9 



Short Prevocational Courses Offered in One of Los Angeles' 

Junior High Schools 



Boys 



No^ Weeks of 

four 40 Min. 

Periods 

B7 



Bookkeeping 1 
Mechanical Draw. 1 

Agriculture 1 

Woodshop 1 

Electricity 1 

Sheet Metal 1 

Cement 1 

Woodshop 1 



A7 



B8 



A8 



Bookkeeping 
Typing 



Girls 

No, Weeks of 

four 40 Min. 

Periods 

10 
10 



Sewing 1 2 
Costume Design 8 

Cooking 1 5 

Science 5 

Household 

Mechanics 5 

Cooking 5 

Sewing 5 

Textiles 5 



Woodshop 

or 
Forge 



9th Grade 

20 Cooking 

or 
20 Sewing 



20 
20 



Courses to be Organized Later: 

Printing 

Auto Mechanics 

Plumbing 

Painting 



A Brief Outline of Some of the Courses Offered 

Agriculture 

I. Soils — Simple experiments of soil w^ith water, air, bac- 
teria and improvement of home soils. 

II. Plant life in relation to soil, sunshine, air: Experiments 
testing seeds, some work in lathhouse. 

III. Farm Crops — Stories of industries, importance in local- 
ity. 



90 



IV. Animal Industries — Stories of care of products, sale, etc. 
Note: During the course pupils make scrapbooks of pic- 
tures, short stories on each topic studied, specializing 
on the one they are most interested in. 

V. Home project work is carried on throughout the year. 

Bookkeeping 

1. Scope. 

A. Pupils perform imaginary business transactions and 

B. Record these same transactions in the simplest forms 
of accounts (cash book and ledger or ledger only), 
and 

C. Make a simple statement showing profits, losses and 
net profits. 

II. Results to be obtained. 

A. New interest in school work. 

B. Problems in arithmetic are made concrete. 

C. Basis for choice of B8 electives. 

Textiles 

1. Includes a study of materials suitable for underw^ear, 
simple school dresses and household articles. 

II. Discussing suitability, price, durability and labor in laun- 
dering and cleaning. 

III. Practical household tests for purity of fabrics. 

IV. Comparison of hand made and commercial trimmings 
as to wearing qualities and artistic values. 

Electricity 

I. Nature and source of electricity. 

A. Kinds and how developed. 

B. Uses. 

C. Lightning and lightning protection. 

D. Distribution — Power stations, power lines, sub-sta- 
tions, etc. 

II. Units of measure. 

A. Volt. 2 Ampere. 3 Watt. Kilowatt, 4 Ohm. 

III. Primary and Secondary Cells — Batteries and magnets^ 
Testing in volts and amperes. Computing Watts. Mo- 
tor reading. 

IV. General principles of dynamo and motor. 
A. Direct and alternating currents. 

91 



V. Conductors and insulators. 

VI. Transformers, rectifiers, rheostat. 

VII. Automobile electric system. 

VIII. Bell wiring. 

IX. General idea of house wiring.. 

A. Explanation of materials and their use. 

B. The more common code rules. 

X. Wiring of electric light fixtures. 

XI. In connection with the above work and carried on at the 
same time, pupils w^ill construct one or tw^o pieces of elec- 
trical apparatus of their ow^n choice, such as an electric 
toaster, heater, motor, dynamo, transformer or wireless 
apparatus, and assist in repairs of electric bell and light- 
ing systems in the school. 

XII. Note: 

It is expected to give only the elementary principles in 
electrical w^ork w^ith only the more common technical 
terms and those carefully described and illustrated and 
all associated as much as possible w^ith the activities of 
daily life. In other words, to carry out the plan of as 
many interesting points of contact as possible rather than 
to specialize in a single thing. 

Cement 

I. Reasons for concrete ease of manipulation, durability, 

sanitary value, etc. 
II. Its composition — cement and different aggregates. 
III. Its proportioning and consistency for different projects — 

sidew^alks, w^alls, posts, ornamental w^ork. 
IV. Calculating quantities for different undertakings — w^hat 
w^ould be the cost of a sidewalk, a fence, a w^all, etc. 

History 

Ancient, baths of Nero and Pyramids, puzzatone. 

Cement from volcanic ash. A lost knowledge until mod- 
ern times, new^ methods and applications. 

The purpose is to at once compose a substantial mixture 
and apply it in a walk, w^all, fence, etc., giving the pupils actual 
contact and appreciation before taking up much theory; they 
are then better able to understand and retain the nomencla- 
ture, enabling them to read intelligently the abundance of lit- 
erature on the subject. 

92 



Household Mechanics 

I. Selecting a house. 

A. Foundation, examination for settlement, ventilation 
of floors. 

B. Arrangement of rooms. 

1. Utility 

2. Bedrooms on east as far as possible, 

C. Roof, quality and condition of covering. 

D. Plumbing, quality of fixtures and workmanship. 
E.. Gas and electric light. 

F. Ventilation and position of windows — ventilation of 
clothes cupboards. 

G. Floors and inside finish. 

H. Condition of painting and outside work. 

II. Care of Plumbing. 

A. Faucets, how repaired, 

B. Sinks — Trap, its use, how cleaned and assembled. 

C. Location of shut off valve, how operated in case of 
accident. 

III. Electricity. 

A. Location of meter and main switch. 

B. Fuses, uses, danger of using too strong fuses. 

C. Care of electric machines used in the home. 

IV. Gas. 

A. How to repair leakage in gas valves. 

B. Location of meter, how^ to turn off gas at meter in 
case of necessity. 

C. Cautions — Do not look for leakages with a match. 

V. Care of Hardwood Floors. 

A. Cleaning, shellacing, waxing. 

B. Linoleum, shellacing. 

VI. Furniture. 

A. Utility first. 
B. Differences in varnish, shellac and enamel finishes. 

Practice Work 

Simple project w^hich will require the use of tools used in 
the home. (Plane, screwdriver, hammer, wrenches, saw, sold- 
ering.) 

Cooking and Science 

Aim: To show that cooking is a combination of science and 
art. In science foods are classified, effects of heat noted 

93 



and results applied in cookery lessons. Formulation of 
recipes from experiment: "freehand-cooking" instead of 
"cookbook cooking" ; discrimination in and modifica- 
tion of recipes. 

Points of Interest 

The work of replacing broken glass in the building is done 
by the school. 

All necessary repairs to furniture are made by the school. 

Students have built lathhouse, baseball back stops, basket 
ball goals, cunboards, ironing boards, book racks and maga- 
zine racks and work tables for sheet metal room, making gas 
connections and putting in fittings for gas plates in sheet 
metal room, making and repairing electric connections; all 
new and repair w^ork that contains educational possibilities is 
considered as most essential. 

Cement classes have made plant pots, seats, retaining w^all 
and repaired sidew^alks. 

Both boys and girls are encouraged to bring articles from 
home for repair and reconstruction. 

Children perform clerical work, attend telephones, w^ork 
in book store, treasurer's office and library and receive some 
credit. The Student Body is simply but democratically or- 
ganized and assumes certain financial and administrative re- 
sponsibilities. 

Our Evening Schools 

During the past year, eight of our high schools offered 
evening instruction. The average attendance in these schools 
ran from a couple of hundred to over tw^o thousand. Poly- 
technic having the largest attendance. 

An evening high school offers one of the best opportunities 
for presenting vocational, continuation and vocational try- 
out courses. The student comes w^ith a purpose and a de- 
termination, having usually decided in his own mind just what 
training he w^ishes to pursue. Many come to better themselves 
in a chosen occupation, w^hile others wish to prepare for a new 
vocation. Because of the heavy demand for vocational train- 
ing, our evening schools are featuring such instruction. The 
most able instructors available are employed, it being neces- 
sary to call them from many various professions. 

The following is a brief account of the vocational training 
at Polytechnic Evening High School, as reported by Mr. Vier- 
ling Kirsey, Principal: 

It may be roughly stated that the Vocational work in the 
Polytechnic Evening High School is divided into three classes: 

94 



first, the Industrial Vocational; second, the Commercial Voca- 
tional work, and third, the Vocational Homemaking work. 

INDUSTRIAL VOCATIONAL WORK covers the following 
departments, with an enrollment as given. 

No. 

Enrolled 
Architectural Drawing 

Blueprint and Detail 201 

Assaying, Wet and Fire 33 

Automobile 

Automobile and Gas Engine 

Theory 1 72 

Aeronautics 18 

Ignition and Starting (Shop and Lecture) 235 

Electricity 

Direct and Alternating 147 

Wiring — Practical House 74 

Applied Physics 36 

Mechanic Arts 

Machine Shop 150 

Wood Working — Turning, Pattern Making 1 72 

Trades • 

Blacksmith 81 

Oxy-Acetylene 129 

Vulcanizing 62 

Commercial Photography 114 

Supplementary related subjects w^ith related work to accom- 
pany as follows: 

Mechanical Drawing 86 

Mathematics — Applied 56 

Mathematics Technical 117 

Strength of Materials 27 

Concrete Construction 26 

Chemistry 147 

95 



Industrial Vocational work in Polytechnic Evening High 
School is entirely of the continuation type; that is, in all cases 
those who are directly engaged in the trades in the daytime 
are allowed to enroll in our Evening High School Trade Voca- 
tional Classes. The follow^ing application form is a type of 
that required in these classes. 



APPLICATION FOR ENROLLMENT IN 

POLYTECHNIC EVENING HIGH SCHOOL 

MACHINE SHOP COURSE 

1921 

Name Address 



Phone Age .... Native State or Country 

Evenings Preferred . . . How far did you go in School . . 
How^ far have you gone in Arithmetic: 

1 . Addition 4. Division 

2. Subtraction 5. Fractions 

3. Multiplication 6. Decimals 

7. More advanced 

Can you read Draw^ing or Blueprints 

Describe fully your present job 

What other jobs have you held in Machine Shop 

Your present employer 



Employer's address 

Remarks and special reasons for considering your appli- 
cation for enrollment: 

NOTE TO EMPLOYER OR FOREMAN : The School 
aims to give courses of direct benefit to this man in your 
shop. We keep a card showing his progress. The School 
asks you to consider him for advancement. 



Signature of Foreman or Employer. 

This application does not guarantee enrollment. Ap- 
plicants w^ill be accepted in the order in w^hich they can 
be accommodated by the Shop. Special consideration 
is given to those men enrolled in related courses in the 
Evening High School. 



96 



COMMERCIAL VOCATIONAL WORK is given in two 
divisions: 

( I ) That of a Continuation type, or where students who 
are working during the day, come to Polytechnic Evening High 
School to better their skill or advance to higher position. 

(2) I hat work which takes students, desirous and deter- 
mined to enter the field of commerce, and who are now in 
another or a related field of work. These prepare for posi- 
tions in the field of Accountancy, Bookkeeping and Recording 
activities; office direction, clerical, merchandising, shipping 
and trade. A study of the table presented will show which 
subjects are planned for each of these divisions. 

Bookkeeping 354 

Cost Accounting 114 

Business Law 120 

Civil Service 155 

Stenography — Iheory 247 

Stenography — Dictation 117 

Typewriting 398 

Salesmanship 305 

Commercial Office 1 raining 40 

1 raffic Management 75 

Journalism 43 

Commercial Art 27 

Commercial Bacteriology 18 

Office Machine Practice 23 

Supplementary related subjects: 

Business English 55 

Penmanship 165 

Commercial /Xrithmetic 72 

Public Speaking 76 

Psychology 37 

HOMEMAKING VOCATIONAL WORK is the newest 
group of vocational subjects to be presented and is the group 
which is growing most rapidly. Originally such homemaking 
subjects as were given under the topics of dressmaking, mil- 
linery, etc., were given with the method of instruction in mind 
of helping the individual to produce a finished product. 

Under the reorganization, this work is now presented with 
the sole subject of giving the individual the ability to produce, 
under home or other conditions, such products and related 
products as come in the field of the course presented. In plain 
words, the pupils came formerly to get help in making a hat, 
now they come to learn to make hats. 

97 



These homemaking courses have grown extensively. Now a 
majority of the enrollment is in the morning and afternoon 
State-aided Classes. Our endeavor has been to distribute this 
instruction to districts w^here Evening School w^ork is not of- 
fered and where the general homemaking instruction is limited. 
The follow^ing list and classification offers evidence of the scope 
and popularity of this work. 

The amount of State reimbursement due these classes for 
this school year will amount to $2350. This fund is for those 
classes in homemaking conducted during the day only. 

Sewing 286 

Millinery 1 326 

Cookery 1 62 

Dietetics 22 

Applied Art 123 

Laundry Instruction 26 

Home Nursing 36 

Related subjects: 

Basketry 76 

Chemistry for Nurses 58 

Bacteriology 28 

Drafting and Designing 38 

A certificate, as shown, is granted all students completing 
vocational courses upon the presentation of the following appli- 
cation properly filled out. 

As a rule, students are rarely allow^ed to repeat vocational 
courses they have once satisfactorily completed. 

The vocational and academic departments of the school co- 
ordinate and correlate thoroughly. The academic departments 
are listed and presented as a matter of general education. 
These departments offer ample opportunity for students to 
meet the major requirements for High School Graduation and 
University entrance requirements. 

English Grades 9 to 1 2 4 years of work offered 

Mathematics Grades 9 to 1 4 6 years of work offered 

Science Grades I to 1 4 4 years of w^ork offered 

History, Civics 

and Economics Grades 1 1 and 1 2 2 years of w^ork offered 

Music Grades 1 to 1 2 2 years of w^ork offered 

Languages French, 9 to 1 2 3 years of w^ork offered 

Spanish, 9 to 1 2 3 years of work offered 

98 



Los Angeles City School District 
POLYTECHNIC HIGH EVENING SCHOOL 



92 



We Guarantee That 

Has completed, in a satisfactory manner the course in 

Prescribed for this school by the Board of Education. 
Principal. Teacher. 



WHAT OUR GUARANTEE MEANS: 

1 . That the course pursued was thorough, practical and com- 

plete. 

2. That the course was completed in a satisfactory manner, 

with due sincerity and interest. 

3. That the bearer of this card is of reputable character, 

honest and industrious so far as we have ascertained. 

4. That the members of the faculty of this school will give 

further statement upon request. 

5. The bearer is recommended for position as 



99 



APPLICATION FOR POLYTECHNIC EVENING HIGH 
SCHOOL CERTIFICATE 



Name Date 



Address Ph 



one 



I hereby apply for a certificate in 

My qualifications are as follows: 

Polytechnic Evening High School Record: 

Subjects taken Teachers: . . 



Date entered Class 

Previous Education Time 

Position held during day 



Occupation 

References as to character 



Name Address Ph 



one 



Name Address Phone 

Recommended by Instructors (not less than two) : 



( 1 ) In m?king this application students must have attended 
Polytechnic Evening High School regularly for 80% of the 
evenings enrolled for one semester at least. 

(2) Standards of completion and recommendation for 
certificates w^ill be established by the instructors in all classes. 

Granted by 1 922 

100 



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